Sophie Enstone, Assistant Principal, Learning and Teaching, Goffs Academy
Coaching has become a powerful tool in educational settings, transforming the way teachers develop their practice and fostering a culture of continuous improvement. The opportunity to support colleagues in their professional growth and see the tangible impact on learning and teaching has been rewarding. Here’s a look at my coaching journey, how it’s been integrated into my school, and some insights for others on a similar path.
My coaching journey: A passion for growth
My passion for coaching stems from my early experiences as a teacher. Like many, I found the early years in the classroom challenging, and I often sought guidance from more experienced colleagues. What I realised was that the most effective advice didn’t just come from direct instruction; it came from (often casual, organic staffroom) conversations that empowered me to reflect on my own practice and find solutions that worked for me.
When I transitioned into a leadership role, I wanted to create an environment where teachers didn’t just receive feedback but were coached to understand their own strengths, reflect deeply and take ownership of their professional growth. The shift from feedback to coaching has been the cornerstone of the Goffs journey. What excites me about coaching is that it’s not about “fixing” someone’s teaching but enabling them to unlock their potential.
Using coaching in my role and school
As a senior leader, I’ve been actively involved in embedding coaching across our school. Initially, we started small, with a focus on peer-to-peer coaching among teachers. This allowed us to build trust and foster collaboration. However, the internal training wasn’t enough. This is when we involved SSAT who ran coaching training sessions for our interested staff. Those who took part ended up being a number of middle leaders from a range of subjects. This was well-received and supported our journey with integrated coaching now firmly built into our professional development structure. The reason we chose SSAT in particular is due to the fact that we had conversations with the presenter and established what would support us best, for our context and our stage in the journey. The bespoke element of the training session on coaching had the desired impact as it had been fully adapted to our school’s needs. I would highly recommend the course to any school, even if they are at a different stage in their journey, given the tailored element.
I use coaching in my role by working closely with middle leaders and classroom teachers, guiding them to reflect on their practice and helping them identify areas for growth. Our school has developed a coaching programme that pairs experienced coaches with newer teachers, but we also offer coaching to all staff, no matter their level of experience. The goal is to create a ripple effect, where everyone is empowered to support one another’s growth. The conversation has moved from “have you had three observations this year?” to “what have been your strengths and areas for development?” This is far more specific and permits for a dialogue to be about pedagogy rather than the operational aspects of teaching.
Key skills developed as coaches
Effective coaching requires a set of core skills, which we’ve worked hard to cultivate within our team. First and foremost, active listening is crucial. Coaches need to listen deeply to what their colleagues are saying — and sometimes to what isn’t being said — in order to ask meaningful questions that promote reflection.
Another key skill is the ability to ask open-ended, non-judgmental questions. These questions encourage the person who is being coached to think critically about their own practice and to arrive at their own conclusions. As coaches, we’ve learned to hold back from giving advice too quickly, instead allowing space for our colleagues to explore solutions independently.
Finally, creating a safe, trusting environment is fundamental. Teachers need to feel that they can be vulnerable and honest about their challenges without fear of judgment. This culture of trust has been instrumental in the success of our coaching program.
Our school’s coaching journey
We’re still in the relatively early stages of our whole-school coaching journey, but significant progress has already been made. After an initial period of experimentation, we’ve now established a structured approach to coaching. We have a group of trained coaches who work across different departments, and regular coaching conversations have become part of our school’s professional development framework. Our vision is to continue expanding coaching so that it becomes an embedded part of our school’s culture, with every teacher having access to regular coaching opportunities.
The impact of coaching on our school
The benefits of coaching in our school have been substantial. We’ve seen improvements in teaching practices, with teachers reporting increased confidence and a greater sense of agency in their classrooms. Coaching has also had a positive impact on student outcomes. While it’s hard to measure the direct influence of coaching, teachers who have engaged in coaching consistently report feeling more reflective and better equipped to meet the diverse needs of their students.
Feedback from staff has been positive. Many colleagues have shared that coaching has allowed them to develop professionally in ways that traditional professional development sessions did not. The individualised, tailored nature of coaching has proven far more effective for sustained improvement.
Barriers to implementation
Like any significant change, introducing coaching across the school has come with its challenges. One of the main barriers was time. Teachers are often pressed for time, and finding the space in the schedule for regular coaching conversations was initially difficult. We had to be creative with our timetabling to ensure that coaching didn’t feel like an added burden but was seen as a valuable, integrated part of professional development. We have overcome this barrier by planning in coaching sessions throughout the year into the school calendar, at a whole-school level.
Another challenge was buy-in. Some staff were initially hesitant, viewing coaching as just another top-down initiative. Overcoming this required clear communication and reassurance that coaching wasn’t about evaluating performance but about supporting personal growth.
Advice for schools starting their coaching journey
For any school looking to introduce a coaching culture, I’d recommend starting small and building gradually. Identify a few staff members who are enthusiastic about the idea and train them as coaches which is how we introduced it, using the SSAT training. Begin by offering coaching on a voluntary basis and let the results speak for themselves. Over time, as more staff see the benefits, coaching will naturally grow.
It’s also crucial to communicate clearly about what coaching is — and what it isn’t. Make sure staff understand that coaching is not about performance management but about professional growth and development. When teachers feel safe and supported, they’re more likely to embrace coaching.
What’s next in coaching?
Looking ahead, we plan to deepen our coaching culture by continuing to offer training and support for staff who wish to become coaches. I’m also keen to explore how we can use coaching to support leadership development within the school, enabling future leaders to emerge and thrive in an environment that fosters reflection and growth.
Ultimately, I believe that coaching has the power to transform not just individual teachers but whole school cultures. It’s an exciting journey, and I’m eager to see where it will take us next.
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