Coaching and Curriculum Cohesion – Create a culture where excellence is cascaded across the whole school

To create a culture where excellence and high-quality learning is cascaded across the whole school is best achieved through coaching.  Using coaching to ensure there is curriculum cohesion across all phases and stages will ensure all staff exceed and surpass expectations. Coaching encourages the use of positive and deep questioning that will enhance professional learning and challenge pupils. Coaching inspires innovation, helps individuals to embrace change and creates opportunities for the sharing and cascading of good and outstanding practice.

Amanda Spielman’s latest communication, her letter to the public accounts committee’s request for information confirms her intention to pursue a new category for the forthcoming changes to the OFSTED Inspection Framework ‘Quality of Education’ which will include curriculum intent, depth and breadth alongside the quality of teaching, the quality of pupils’ work and the resulting outcomes. The diagram below is my interpretation of the main components that need to be in place in order that schools know how their vision is translated into powerful learning over time.

Creating a culture that ensures all of the components above are carefully planned and implemented requires highly effective communication. Leading a Coaching School. Talented teams need to work together to manage change, create new approaches and build on what they currently do well.  Coaching from the Middle – How to influence change, build outstanding teams and lead innovation.

All teachers need to have a range of pedagogies and strategies for learning and assessment that will support pupils to build on their prior learning, deepen that learning and be ready to embrace challenge through the acquisition of knowledge and the use of associated skills. Coaching Towards Outstanding Teaching and Learning.  Pupils need to be an integral part of this and learner voice can be highly effective as part of an overall strategy. Coaching in the Classroom with Pupils.  Using coaching as the CPD vehicle to achieving the above is highly effective.

CPD is an essential component in creating a culture where staff accept positive change and work together to achieve the stated vision for excellence and improvement. What emerges from this particular cycle of change is exciting and should create a curriculum that is fit for purpose for the school, its pupils and the local and wider community within which it draws its cohort. However, the CPD and associated training must be relevant, sustainable and have an impact on learning and achievement for all.  Coaching is non-judgemental and non-directive, provides individuals with the opportunity to find their own solutions and learn how professional dialogue leads to successful outcomes for the school, teams and individual staff and pupils. It is the sharing and cascading of the learning both as part of an actual coaching training programme and how that is then cascaded to others to enhance its efficacy that makes the coaching training we offer so powerful.

Have a look at our Coaching in Education section on our website that has something for all staff.  Join us at one of our curriculum courses to look in great depth at how to ensure readiness for the changes:

or ask us about our INSET packages where we can help you to plan your CPD and curriculum strategies for intent, implementation and impact.

OFSTED, the Curriculum and moving towards a change of emphasis

OFSTED have this week released a commentary on the second phase of their research into curriculum design, implementation and impact. Amanda Spielman is clear in her assertion that the real substance of education is the curriculum and how it is structured so that all pupils can access it, learn through it and make progress linked to how it is delivered and assessed.
There will be, the report states, a new approach to inspection that moves away from simply focusing on outcomes linked to end of key stage data and more towards looking at what complements that data.

This, it suggests, includes evidence of:

  • a clearly defined and fit for purpose curriculum design that is linked to the school vision and purpose
  • positive leadership that includes devolved leadership to subject specialists and teachers
  • collaborative and whole school involvement
  • pedagogy that deepens subject knowledge and challenges the pupil’s ability to make connections across different subject disciplines
  • how pupils demonstrate competence in their use of skills that help them to access curriculum knowledge
  • a carefully sequenced content that builds depth and breadth of understanding over time

The research found that the sample schools used one of three approaches to planning their curriculum.

  • Knowledge – led approach -skills come from knowledge, “skills are the bi-product of knowledge”. Through the deepening of knowledge comes the ability to use associated skills. The characteristics of this approach are fewer topics that are taught in greater depth
  • Knowledge – engaged approach – “knowledge underpins the application of skills” This approach focuses on how the skills and the knowledge are integral, the pupil learns skills alongside knowledge acquisition. This involves planning which skills the pupil will use to access knowledge. Within this approach there is a greater emphasis on cross-curricular teaching, ensuring an understanding of how knowledge applies in a context
  • Skills – led approach – Skills have the higher priority in the planning process, knowledge is seen as a series of disconnected facts unless the pupil has the skills to place them in their context

There is no suggestion that one approach is better than another and schools remain free to make their own decisions as to the best model in their specific local setting. However, it is the reasons behind the choices made that will need to be clear and focused on holistic, deeper and sequential learning and not simply on how to achieve the best outcomes for the schools at times of testing or examination outcome.

Curriculum design, the report concludes, is a reflective process involving leaders, subject specialists and teachers. It suggests that there needs to be much more evidence of progression models that show how pupils will build their subject knowledge and their ability to use associated skills adeptly and competently. It is also clearly stated that curriculum and assessment are inseparable and welcome evidence that leaders in the sample schools believe that skilful formative and summative assessment strategies are integral to deep learning and are useful in identifying gaps in learning.

In conclusion:

  • No one design fits all, the National Curriculum is the benchmark, but the choice of design is up to the school and linked to the school’s context and the expertise of those involved
  •  The curriculum should be linked to the school vision and purpose. It should be the yardstick for what leaders want their pupils to know and be able to do by the end of their school life
  • The curriculum design should be clearly defined, the content should be carefully sequenced, have thoughtfully designed assessment practice and include an appropriate model of progression
  • The curriculum should have substance, depth and breadth and be more than preparation for tests and examinations
  • There should be a rich web of knowledge where skills weave opportunities for a continuum of learning that deepens understanding and allows for progression

The Learning Cultures Expert Curriculum team have developed two outstanding training opportunities that will give school and curriculum leaders an opportunity to reflect on what currently works well and how to ensure that new strategies and innovations create a curriculum design for now and the future that enriches learning and deepens knowledge and understanding. We weave our deep knowledge of curriculum design with our expertise in coaching to explore how to create a whole school, collaborative curriculum and assessment model that inspires and nurtures learning and achievement.

Re-defining the Primary Curriculum – Content, cohesion and purpose
Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact

Create a CPD strategy that will sustain outstanding learning for the next academic year and beyond

Create a CPD strategy and a coaching culture that will sustain outstanding learning and teaching for the next academic year and beyond.

If you read a few OFSTED reports for those schools that have been judged outstanding you will see that they have something in common.  Learning is at the heart of their vision.  Every strategy and decision is made on the basis that it will ensure learning is a continuous process not just for the pupils but for the staff as well.

Leaders, managers, teachers and support staff all play their part in developing a common thread that focuses on their own potential and how each member of staff can learn from their practice and the practice of others.  The wealth of talent that is within the school is shared in the pursuance of a culture of positive continuous professional development and learning.

Creating this culture requires forethought, commitment and detailed planning so that everyone is involved and has a part to play in the pursuance of a learning community. This is the perfect time to plan your CPD strategy for the next academic year to ensure that it will be sustainable, relevant and totally in line with achieving the outcomes stated in the school improvement plan.

The senior leadership team need to have the inherent belief that every member of the school can and will continuously improve their performance.  There is no such thing as failure, a mistake is a jewel that leads to learning and creates an atmosphere of trust that fosters innovation, creativity and challenge.

Middle leaders are the pivotal force in creating a platform for learning that empowers their teams to work together in the pursuit of excellence and improvement across the whole school, in departments, for phases and within key stages.

Teachers and support teams share and cascade their practice through the development of learning communities and the use of professional conversations that will empower them to be reflective in their quest for progression, achievement and attainment for all their pupils.  Pupils are resilient and motivated, they embrace challenge, they are aware of how they are learning through listening, deeper thinking and the development of their memory skills and they know they are part of an organisation that puts their learning needs first.

The Learning Cultures’ suite of coaching training has been designed to create the right CPD to allow this culture to unfold.  Where individuals develop the skills that will influence positive change including allowing them to articulate and pursue their own learning goals, deepen their knowledge and skills, acknowledge their own strengths and share their successes with others the positive results are profound.  The evidence of impact is obvious both qualitatively and in the data sets that confirm the change and the improvements.

 

Create a CPD strategy that is individualised, sustained, intensive, focused and cost-effective

The right professional development will ensure that all teachers continuously develop so that they feel able to challenge, innovate and always deliver good and outstanding lessons.  This is the basic premise of an article about coaching in the TES of Friday 20th April.  Written by a Rhode Island US Professor, Matthew Kraft, he says,

“if you want better teachers, schools need to embrace the power of coaching”.

CPD is an essential part of school life.

The phrase professional development has replaced performance management in the current incarnation of the OFSTED handbook. This suggests that OFSTED want to see that there is a clear link between ongoing teacher improvement and the professional development that teachers have access to.   Measuring teacher performance is an output, professional development is an input. Without highly effective training, collaboration and the sharing and disseminating of good practice improvements in performance are unlikely to be sustained.

The article goes on to say that, “teacher coaching models are one of the most promising alternatives to traditional CPD. ”

Why introduce coaching CPD in a school or college context?

Coaching is challenging and focuses on continuous learning.  The reason why coaching is proven to be a highly successful medium for delivering CPD in a school is that coaching starts with what is working well. The school recognises the talent and expertise that already exists and uses whole school CPD to cascade good and outstanding practice widely.  There is an inherent belief that all teachers are able to improve and grow in their role.  There is a culture where there is no such thing as failure, only the opportunity to learn from mistakes through the use of highly effective professional coaching conversations.

What are the first steps towards developing a coaching CPD model in your organisation?

The first step is to be clear about what coaching actually means.  How is it different from mentoring, teaching, instruction or counselling?  Learning how to coach is a powerful leadership skill.  A leader can take control whilst focusing on how others can be the drivers for the vision, where one can delegate and be confident that successful and well-trained and well-informed teams can deliver.

What happens next is critical.  Leaders and managers need to have a profound understanding of where excellent practice exists and how it can be shared and cascaded as part of a sustainable CPD strategy.  Staff across the school, in whatever phase of education, need to be aware of their own strengths, gaps in their learning and how they can fill them through collaboration with their peers and through focused CPD that is carefully planned and linked to the individual, team and organisational goals.

Creating a coaching culture in a school or college

Creating a coaching culture in a school or college takes time to embed.  However, from the very beginning there are benefits and high quality learning opportunities where staff, whether they are leaders, managers, teachers or their support teams begin to develop a range of coaching skills that are without doubt those that link closely to the pedagogy that delivers outstanding learning and teaching.

As part of the journey towards creating a coaching culture all staff will learn and develop a range of skills associated with coaching.  The most important of these are how to use deep and rich questioning techniques and how to listen actively in order to be able to influence change and support others to self-reflect and find their own solutions.   These skills are inhererent in good classroom practice, essential as part of highly effective meetings and in the development of strategies that need to be communicated in order that they become successful outcomes.

Learning Cultures are leading providers of coaching CPD for schools and colleges

The coaching training that Learning Cultures deliver is built on many years of research and practical examples of what works in schools and college across the UK and beyond.  We can offer a suite of courses for individuals or groups of staff to attend on one or more of our off-site courses.  Alternatively, we offer a variety of in-school training, INSET and consultancy.  We are, without doubt, the leading provider of coaching training for the education profession.  Delegates learn new skills, are stretched and challenged and leave full of enthusiasm and real practical ideas of how to take their learning forward. Below is a list of the courses we recommend to start your coaching journey.

 

Delegate, Disseminate, Deliver – develop a coaching culture that cascades outstanding learning and teaching

Focus on the three Ds, and create a coaching culture in your school

Leaders delegate – The role of the leader is to create the vision and communicate and empower others to action change.

Managers disseminate – The role of the manager is to interpret the vision, build highly effective teams and create the steps and time frames that will ensure successful outcomes achieve the desired impact and bring about positive change.

Teams deliver – The team is made up of the people who can work towards achieving the vision. Individual members make up a team and these could be leaders, managers and other members of staff all co-opted for their skills, strengths and commitment to see the vision turn into a reality.

The catalyst that will allow the leader to articulate and successfully communicate the vision is best realised when he or she is able to use powerful coaching skills effectively; such as learning a range of influencing skills that raise the self-esteem and self-belief of those empowered to disseminate how the vision will be delivered. Coaching is ultimately about creating the culture where leaders trust their managers to find the right solutions, understand the barriers that might get in the way and carefully use the resources and manpower they have available to successfully build highly effective teams.  Learn more at our Leading a Coaching School training day.

Where the skills integral to coaching are used well, managers focus on the positive, have clearly defined pathways to successful implementation and are able to manage their time and be confident of the quality of input from each member of their team.

Coaching allows for focused professional conversations where the use of open, deep and rich questioning techniques create the right opportunities to hold individuals to account and empower them to find their own impetus that will deliver the right answers and ultimate success.  Learn more by attending our Coaching from the Middle – How to influence others and aspire to leadership.

Where individuals work together as part of a team the principles employed in developing a coaching culture will help them to work together more effectively.  Positive coaching conversations help to raise awareness of where there may be issues of concern, create time for the fostering of new ideas and the sharing and understanding of potential risk. Coaching allows for the articulation of what works well and how best practice can be shared and cascaded to strengthen the process towards a successful outcome. Your teams will deepen and widen their knowledge of coaching skills by attending our training course, Developing the Skills of a Coaching Ambassador.

Coaching is about learning how to be the best you can be by realising your potential, and facing up to the issues that stop the achievement of goals. Coaching is about the effective realisation of the positive use of time, deepening self – efficacy and realising that effort and positive risk-taking will be rewarded as long as learning is an ultimate part of the outcome.  Have a look at our suite of coaching courses and create a culture that delivers outstanding and sustainable learning communities.

Be Outstanding this New Year – Six resolutions for your school and staff

In December I wrote five news items linked to policy, the latest research and what is in the spotlight for OFSTED and a sixth that focuses on coaching and what we know helps to create and sustain outstanding learning and teaching.

Curriculum is in the spotlight and the focus on mastery or deep and rich learning continues to occupy the minds of policy makers and OFSTED.  Closing the achievement gap especially for ‘disadvantaged’ learners is the subject of a new Government paper. Formative assessment is fundamental to positive outcomes for pupils across all sectors and creating a consistent whole school strategy that delivers positive learning is paramount. Transition is a key issue and remains a concern for many as pupils continue to dip in performance especially as they move from primary to secondary school.  Key Stage 3 is still seen by OFSTED as ‘wasted’ and needs to be a focus for review.

Make your New Year’s resolution to use coaching to create a culture that celebrates, shares and cascades good and outstanding practice and where learning is at the heart of everything.  The philosophy and practices involved in the development of coaching skills for all staff is proven to be the best way to manage change successfully.  Read the blog posts that are linked directly to the issues that have been aired over December and then focus on how creating a coaching culture in your school or group of schools will be a positive catalyst for continuous excellence and improvement.

Read the news posts on our website or dip into them altogether here,

Wishing you a very happy New Year from all of us at Learning Cultures.

Lead your School Towards an Outstanding Coaching Culture

Coaching has the power to transform your school.  If you are using coaching techniques as a leader or manager then you will know what I mean. Coaching is non-judgemental and non-directive. A coach empowers others to find their own solution. Creating a coaching culture means that senior and middle leaders believe that everyone within the organisation can continuously improve their performance.  The sharing and cascading of what works well is fundamental to the learning process.  If things go wrong individuals are encouraged to reflect; criticism is replaced with open discussion that leads to self-belief, self-improvement and peer to peer learning.

Creating a coaching culture takes time and commitment.  The benefits and impact coaching has on individuals, teams and the whole school ensure there is a positive return on the use of resources. The focus is on high quality continuing professional development that allows for innovation, collaboration and positive professional dialogue.  Learning Cultures have developed a suite of coaching training that will deliver a whole school strategy that will impact on school improvement and drive individual and team success.

Increasingly, schools, colleges or partnerships are working with us to plan a coaching programme that encompasses every member of staff from the senior leadership team to support staff.  A focused strategy that allows for a coaching culture to emerge is woven into the school improvement plan. Over time every individual member of staff within the school is able to embrace the coaching philosophy and knows the part he or she plays in achieving the vision for continuous improvement.

Each plan is different and is determined by the priorities identified at the beginning of a cycle.  However, there is a pattern and a rhythm to all successful coaching programmes and they often consist of a combination of the following programmes as a starting point.

Have a look at our wider menu of coaching courses that complement and enhance the ones above. We can also write a bespoke programme for your school, college or partnership.

Why coaching is a pedagogy that delivers and cascades outstanding learning and teaching and is the most powerful catalyst for change.

Why coaching is a pedagogy that delivers and cascades outstanding learning and teaching and is the most powerful catalyst for change.

Learning Cultures are a leading provider of coaching training to the education profession.  We know through the successful interventions we have been a part of that coaching has the most significant impact on school improvement.  Where a coaching culture is an integral part of a strategy for continuing professional development (CPD) in an individual school or across a group of schools the opportunity to share and cascade the learning becomes an integral part of the process. Individual recipients of the training can disseminate and consolidate their deeper knowledge to others which strengthens their own learning and cascades it to a wider audience.  In this way the training is sustainable, cost effective and there is far more opportunity to measure impact and quantify how the learning is helping to meet the vision and goals of the individual school or those in a partnership, alliance or trust.

Coaching can help to offset the uncertainty that seems to have befallen the profession over the past few months. Although funding is often seen as one of the issues at the top of most people’s agenda, our observation is that it is the recruitment and retention of good quality teachers, managers and leaders that is the biggest obstacle to ensuring a school can continuously improve.  Where there is little in the funding pot this situation is exacerbated.

CPD is not an option. We are a profession and as such CPD is a right and is essential in ensuring we can continue to have the skills, attributes, knowledge and understanding to aspire to be or to continue to be outstanding.  Those involved in education need to be a part of the learning process, where they are continually learning themselves. If this is not the case they will become stale, disillusioned and demotivated at best or leave to pursue other avenues at worst.

Embracing the principles of coaching is the answer.  It is the only way to ensure that the small CPD budget can be used effectively.  Whether a school is working alone or as part of an alliance or partnership the leaders need to have solutions to some of the issues surrounding consistency, communication and collaboration.  Creating the right conditions for disseminating the school improvement plan so that every member of staff is able to say for themselves with clarity the part they play in moving the school towards successful outcomes requires a coaching approach.

Coaching allows for ownership of one’s own solutions. It is motivational and empowers even the most intransigent to see how they can contribute to a change agenda.  A coaching culture begins to allow individuals to focus on what they are good at, rather than what is not going well and creates a culture of positivity which is infectious and has an impact on everyone from the senior leadership team all the way to the pupils in the classroom.

Give me a call 01746 765076 or send me an email via this link or as in my signature below.  I have linked a copy of a planning tool we have recently used with a number of schools within a Multi-academy trust in the south of England.  This is one way, there are many others. Coaching is the beginning of a journey, once you start this approach is a passport to success.

Creating a Coaching Culture – Celebrating success

Coaching has a profound impact on whole school improvement, teacher motivation and the cascading of learning and achievement. We want to share with all our customers and those yet to start on this marvellous journey some of the success stories from schools in the UK and internationally. We are going to write a weekly journal of what works well.  We will also include links to resources and research papers we have used. This can also be a place to look for any policy changes or OFSTED messages that we may have seen before you do.

At the end of week two of the new school year we have lots to report. Here are just a few of our many successes so far.

We have been to Hayes in Middlesex working with a large secondary school supporting the Head of CPD to introduce coaching to the whole staff.  This is the start of a coaching journey using some of the content of our Coaching Towards Outstanding Teaching and Learning training course.  Putting coaching into the school  has been planned for 18 months and is now ready to take flight across the whole school.

This week a group of senior leaders from across a MAT in Hampshire came together for our Leading a Coaching School training course.  It was exciting and hugely positive. Each school is now sending two or three staff to a Developing the Skills of a Coaching Ambassador training course that we are running especially for this group.  We will then work closely with the CEO, the SLTs and the coaching ambassadors from across the Trust to embed a coaching culture to support CPD and excellence and improvement across all the schools in the MAT.

A primary school in the North West is looking to introduce Lesson Study into their school and wanted to combine a training experience that focused on how coaching can support this innovative approach to lesson observation.  The opportunity for the senior leadership team to work together and really focus on their own skills and strengths and how as a collective force they could empower their teams to work together to share their practice and reflect on their own positive skills was so inspiring.  We are going to follow their journey through the whole of this year.

On 11th September we ran our first Aspiring to Leadership event. We worked with primary school deputy and assistant heads, who were particularly keen to develop coaching as a leadership style for one to one conversations and for observation. Delegates loved the range of practical resources to use in their schools. They were also excited by the opportunity to explore and practice a range of coaching tools and techniques to support the development of a coaching culture with their teams. Paired coaching planning of next steps provided them with practical actions to implement over the next weeks and months.

We also ran a bespoke training of our Developing the  Skills of a Coaching Ambassador course for staff in two linked primary schools in Cardiff.  It was much enjoyed by the delegates. They found the introduction of new coaching techniques they had not tried before very useful and felt that their understanding of coaching had greater depth as a result of the days activities and discussions.

‘The session was flexible and answered many questions that we had. It made it personal to our schools requirements and how to move us forward.’

We are looking forward to working with them in the future to help review progress and to support further staff training.

An excellent start with so much more to talk about so watch this space or be a part of our next diary entry.  OFSTED have published their School Inspection Update with a special edition of main messages for inspectors. We will read it and send out a list of the main points very soon.

Character Education – Part of the tapestry of learning

Character Education is the subject of one of the reports to come out of the DfE this summer. It is a review of some research into Character Education in Schools. The research poses several questions linked to provision, the role of schools in teaching character, the approaches schools use and the challenges schools face.

Rising Stars provide a very good overview of the findings of the report in their document, DFE Publishes Character Education Report. 

Is it necessary to have a separate curriculum pathway called Character Education?

What is education if it is not a part of shaping the individual to be honest, have integrity and a respect for others?  All learning should stimulate curiosity and allow for problem solving that creates resilient and motivated learners. There are so many opportunities within the curriculum for learners to debate, focus on moral dilemma, learn self-respect and deepen their sense of fairness in order that they can contribute to society.

Subject specific learning is stuffed full of opportunities for pupils to develop their individual and unique characters.  English Literature or History allows us to analyse different characters and their influence on people, time and place. Maths and Science give us an awesome look at how the world is shaped and the part we can play in enjoying it, inventing it or using it.  Design, art music or drama provide us with a wealth of opportunities for creativity, expression and individuality. PE and sport develop the bodies and minds of learners and teach them how to win and lose, how to embrace competitiveness and how to be a team player.  Both the primary and secondary curriculum have the breadth and depth to encompass character education.

Most of the curriculum is currently taught in chunks, where the learning is not an interwoven tapestry that develops the whole person.  There are so many opportunities for pupils to develop a whole range of skills that will ensure they become independent and resilient, open to ideas and full of the possibilities that learning can bring.  School, especially upper primary and secondary stages often provides pupils with the facts and information they need to pass tests and examinations.  There is no other stage in their lives where they will learn in such small bite size segments that appear to be unconnected.

We don’t need an addition to the curriculum; we need to look at how we can shape the curriculum so that it builds character that will last a lifetime.