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What schools say

BPSI Coaching

Coaching is a means by which staff can be supported in any aspect of their professional or personal life.  Coaching offers a confidential, structured space to reflect on leadership, professional behaviours, career aspirations and people management.

 

It has the potential to be so powerful in supporting all school staff to re-set and re-motivate as a response to the most incredibly challenging two years, when many are suffering from ‘pandemic fatigue’. 

 

Here’s how it could help you in your school setting:

 

  • It can provide the opportunity for a series of focused professional conversations, designed to help staff in developing specific professional skills to enhance their individual practice

  • It can be used to support individual staff in overcoming barriers and setting their own goals for success

  • It can also be used to support a newly formed senior leadership team to establish their vision and values, or to help a more experienced group to re-set and re-evaluate.

  • It can support those teachers new to the profession in finding their voice

  • It can help all school leaders, at every level, in having those difficult conversations which are essential to school improvement

  • It can help leaders at all levels to support and challenge their colleagues effectively

  • It can support staff well-being (personal as well as professional)

 

​Essentially, coaching can help realise goals, address challenges and can literally help us get better at life. 

Here is who can support you with this.  Every coach on the BPSI website has something different to offer – here are their individual profiles:

‘Coaching has been a revelation in our school. The coach held coaching sessions with SLT members, who have in turn embedded coaching strategies into the wider school, most notably the performance management cycle. This has helped us move away from 'high stakes' observations where staff were known to 'raise their game' for the lesson. Instead, staff now feel confident to welcome leaders into their classroom and show their usual practise, safe in the knowledge that feedback will be collaborative, producing purposeful next steps around a particular focus. It has made performance management feel much more positive and collaborative. Without her help, we would not have been able to start introducing coaching-style feedback meetings with teachers so effectively.’

- A Barnet School -

Coaching in primary schools is NOT a ‘luxury’ to make you and your staff ‘feel better’ (although it is transformative for wellbeing)

When you are time poor, with high stress, evidence shows coaching is what works. 

The only thing you can do right now is get your team to be happier, working better, with the time and resources they have.  This is what our coaching programmes do. 

 

Offer 1 - Teaching Assistants

Your TAs, after your teachers, are your most expensive resource.  But are they giving you value for money?  Do you have the capacity to support them so they can perform the roles you are asking them to, to their best ability, or can we help you?   We have a programme for your TAs, to bring about their higher performance, and greater impact on your children.

 

Offer 2 - Middle leaders

Your middle leaders, particularly your subject leaders,  are at the core of your school, but often they have not been trained in the skills to hold to account. Our coaching programme rapidly equips them to develop as practitioners able to bring about significant improvement in their area of responsibility.

 

Offer 3 - Ofsted

Are you either a headteacher,

  • waiting for Ofsted, feeling caught in limbo, not able to do anything you really want to do, until Ofsted comes

  • post Ofsted, needing professional, confidential support to get to the next level?

With focused coaching, Ofsted does not need to be a paralysing waiting game, or something which knocks your confidence professional confidence and personal mojo. 

 

Offer 4 - SLT

As a headteacher, it is your expertise which brings your SLT together, to work effectively. However you have very high expectations of your SLT, evidence suggests, someone external and impartial helps you take your SLT to the next level.  A coaching programme can supercharge your SLT’s effectiveness. 

 

How we work

We

  • have an initial explorative phone conversation so we can understand your specific context and need

  • work up a draft offer for you, (mixing and matching the offers above if necessary)indicating number of coaching hours/ training hours, on site or on line, according to need

  • revise the offer, in the light of your requests

  • have an initial meet with the staff involved in person

  • begin the programme

  • feedback to you on progress made; take feedback on the programme from you.

 

An example offer:

TA coaching package.

Context and need: mix of experienced and inexperienced TAs; lack of confidence to consistently and effectively manage pupils when working independently of class teacher, and during lunchtime duties; avoidance of holding individual pupils to account for progress

Offer.

1 x  onsite meet with  TAS and line manager to introduce the programme

1 x  onsite training on working independently and holding to account

1 x online coaching session per TA, focusing on developing skills to meet demands of the role

1 x onsite meet with TAs to review progress and consolidate as a team

A New Coaching Offer
From Miranda Perry and Michael Whitworth

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Yvonne is an experienced and forward thinking school leader with a passion for inclusion, independent learning and pupil voice. She was the founding Headteacher of Etz Chaim Jewish Primary School, one of the first Free Schools that opened in 2011. She was involved in the design and build process of a new and purpose built school including the design of the school's curriculum; building a successful staff team and ensuring graduates are well prepared for KS3 and life beyond school.

 

Yvonne is community minded and passionate about child-centred learning across the school. She successfully implemented continuous provision and independent learning opportunities in EYFS, KS1 and KS2 supported by SeeSaw and other technologies. She developed pupil voice across a range of aspects of school life, supporting children to become confident and responsible citizens. 

 

Yvonne areas of expertise include:

  • developing vision

  • school improvement

  • staff appraisal

  • coaching and mentoring staff 

  • curriculum development

  • behaviour management including social and emotional learning and pupil voice

  • analysis of performance data

  • safeguarding

Yvonne Baron
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Jeremy Bird is an inspirational and visionary school improvement consultant. He has a passion for education with an excellent track record of supporting school leaders. He is a dynamic, pro-active leader and coach, empowering staff at all levels to take ownership using coaching, training and mentoring. A natural communicator, Jeremy has proven ability in building cohesive teams to achieve challenging targets.

 

Jeremy served as a headteacher in two primary schools prior to becoming a consultant.

 

Jeremy can offer support in the following areas: Coaching school leaders and governors in primary and special schools; Inducting newly appointed leaders and teachers; Facilitating professional discussion and development in a range of middle, senior and headteacher leadership activities; Supporting leaders in developing the rationale, implementation and evaluation of their curriculum; Challenging leaders in their self-evaluation of school effectiveness.

Jeremy Bird
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​Jen is a headteacher with an active interest in leadership and school culture. Jen has a strong track record in school improvement, creating resilient and effective leadership teams and positive staff wellbeing. Jen has Masters’ level experience in coaching and has successfully supported school leaders in a range of strategies to enhance their professional performance and create a positive working culture in their schools. She also has experience mentoring new headteachers. As well as one-to-one and group coaching, Jen can run whole staff and governor training on wellbeing and work with headteachers using research-based strategies to improve staff wellbeing and retention.

Jen Brodkin
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I am an experienced school leader, now working as a Learning Network Inspector (school improvement officer) in the school improvement team of Barnet Education and Learning Service. In my current role I work with the school leaders in my network (30 primary schools) to review their current practice and support school improvement.  I am particularly interested in developing senior, middle and subject leaders.  To this end, I am a qualified performance coach (L5 ILM).

 

  I have experience of working with school staff, in a coaching role to:

 

  • Support leaders in making decisions about their next career steps

  • Supporting teachers in overcoming problems and improving practice

  • Support senior leadership teams in establishing or reviewing their vision and values

  • Support leaders new to role to review and refine their own priorities and help them to enact these

  • Supporting leaders in school to use coaching as an effective CPD tool

  • Supporting leaders in using coaching as part of the monitoring cycle

  • Supporting staff in having difficult conversations

Katie Dawbarn
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Karen is a qualified Transformational Life Coach with a background in therapeutic counselling which she studied for 3 years.  Karen’s approach to coaching is very holistic, optimistic and future focussed and is based around ensuring people strive for a work life balance that improves their overall wellbeing and performance at work.  She encourages people to build resilience, resourcefulness and to take personal responsibility for their thoughts, feelings, actions and results.

 

Working and teaching in a high pressure school environment can leave staff feeling stressed and exhausted at times.  Investing in a coach shows your staff that you genuinely care about their wellbeing.   Coaching is an intervention that can have a very positive impact on wellbeing both on a personal and professional level.

 

When school staff are given the opportunity to have some much needed space and time to think, they are more likely to feel:

  • Engaged

  • Motivated

  • Present (for students, colleagues and parents)

  • Confident (with increased self-esteem & self-awareness)

  • Happier

 

Having coaching conversations also supports staff with:

 

  • Clarity – allows staff to be clear on what is important, where they are currently, where they want to be, why it matters and how they are going to achieve their goals.

  • Reflection – affords staff the opportunity to know what they want, why they are doing what they do and how they want to show up to deliver high quality learning in a way that feels manageable.

 

It further supports the school with:

  • Recruitment

  • Retention

  • Reducing stress & sickness

 

The impact of investing in transformational coaching for staff can create a working environment where staff feel valued, motivated, confident, engaged, fully present and genuinely interested in others.  School staff will also know that their wellbeing and work life balance matters and this ultimately ensures that the school is a positive, healthy and productive place to work and teach in. 

Karen Grittiths
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Özlem is a DISC accredited, qualified and experienced Executive Coach, Trainer and Facilitator and a member of EMCC UK. She has 21 years of experience in London schools, as a senior leader, teacher, coach and trainer. Özlem combines a holistic coaching approach to support staff wellbeing, with a solution-focused approach to support staff performance and team harmony. As well as working with schools, she worked with a highly regarded educational charity for many years, currently works with University of Greenwich as a tutor for trainee teachers and continues working with the corporate sector. Özlem offers one to one coaching to all levels of staff alongside group coaching and facilitation.She also provides training on aspects of wellbeing, effective communication, productivity, team building and parental engagement.

 

Özlem is highly experienced in bringing results to staff at all levels in the following areas:

  • Increasing confidence and presence in and out of classroom

  • Developing a holistic approach for increased and sustainable parental engagement

  • Developing empathy to improve wellbeing and communication

  • Improving difficult relationships through an understanding of preferred behaviour and communication styles

  • Improving productivity and time management

  • Cultivating a holistic and result- oriented approach to managing performance

  • Improving staff engagement with all stakeholders such as governors

  • Planning an impactful first 90 days as a new leader

  • Planning and managing career progression, including early career and retirement

Özlem Imil
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Helen Morrison is currently a Learning Network Inspector for Barnet Local Authority and a School Inspector. Helen was previously headteacher of a large Primary in Barnet.  During her time at the school, Helen has led the school successfully through two Ofsted Inspections, the last inspection team judging the school as Outstanding. Helen has a particular interest in effective leadership structures and enjoys supporting schools to identify and plan for school improvement. Helen has direct experience of leading major change and  has led on the amalgamation of two schools as well as experience of leading major building projects, including school expansion. Helen's Ofsted work enables her to have an up to date understanding of what Oustanding school effectiveness looks like. She enjoys supporting schools in their drive to achieve and maintain this across all aspects of school life.

Helen is a qualified Resilient Leaders Elements consultant

Helen Morrison
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Dinah is a Primary PGCE Lecturer and Supervision Tutor at the UCL Institute of Education. She is also a qualified Personal Performance Coach and NLP Practitioner, with a 13-year background in primary school teaching.

 

Since starting out as a parent volunteer, delivering a maths intervention programme in 2010, she has made significant impact on school improvement and held various roles of responsibility, including lead practitioner on raising attainment in writing, lead PSHE practitioner, and UKS2 phase leader and whole-school curriculum lead.

 

A number of years working as a supply teacher, in and around Barnet, has enhanced her pedagogical competencies and given her a far deeper understanding of what it truly means to be an effective educator.

With her competencies in coaching and NLP, she is particularly interested in providing training to schools to support the development of effective, whole-school practice that is cognizant of the impact of pupil wellbeing on educational outcomes, and which consistently and proactively promotes the wellbeing of all students and all staff.

Her training model teaches strategies to support staff, at all levels, to become better at managing the challenges of school life and actively safeguarding their mental health and wellbeing under the increasing pressure that schools face.

She offers whole-school, group and individual coaching services, in both the primary and secondary phase, in the following areas:

  • state management strategies and techniques

  • change management and leadership transition

  • creating resourceful habits for effective time, priority and workload management

  • developing more effective, positive communication skills

  • rapport building

  • confidence building and self-empowerment

  • developing greater flexibility of response to challenges in the classroom and the wider school environment

  • raising awareness of limiting barriers and developing the tools to overcome them

  • self-care and wellbeing

Dinah Okolie
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Miranda Perry offers 1-1 coaching for school leaders and group coaching for staff teams. Her style depends on the needs of the clients and her coaching work overlaps with facilitating, mentoring, and hands on practical work, as necessary, to provide the best support.

She is an expert in non-selective state education and runs national education charity.

Her relevant qualifications:

  • Diploma in Coaching

  • European Individual Accreditation, Practitioner level, Coaching, EMCC

  • Research MA Counselling

  • Diploma in Counselling

Miranda is on your side. 

 

Miranda Perry offers 1-1 coaching for school leaders, group coaching for staff teams, hands on practical work, head teacher appraisal support, training on current national educational requirements, trends, and issues. 

Miranda ensures she has an up to date, 360 degrees understanding of non-selective state education.  For example, she has been a senior leader, an Ofsted lead inspector, a national research facilitator, a governor, an LA adviser. She is a parent, director of a national education charity, consultant, and trainer. 

Miranda Perry
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Jodi is a DISC accredited, qualified and experienced personal development and life coach. She has over 20 years of experience as an educational professional as; Headteacher, teacher, consultant and mentor alongside coaching independently as well as through the Best Practice Network.

Jodi can offer one to one coaching to all levels of staff as well as group coaching for teams within schools. She works closely with school leaders to tailor the coaching to match the needs identified, combining mentoring as necessary to benefit those involved.

Jodi is an excellent facilitator and listener and as a coach will challenge you in a safe space, supporting you to think through solutions and to feel confident about facing challenges and able to implement change. She behaves with integrity and believes in empowering and developing others, enabling them to achieve their goals.

She can offer coaching or mentoring for;

  • Those new to headship,

  • Senior and middle leaders in leadership and management, as individuals or groups,

  • Developing confidence and resilience, building self esteem,

  • Raising awareness of self and that of others, in order to be able to see things from alternative points of view and to be able to work together in harmony moving forward.

Jodi Schajer
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Stephanie is an organisational consultant, supervisor, coach and group facilitator. She can offer support to primary and secondary schools with leadership development, coaching, developing a coaching culture, safeguarding supervision, supervision, school staff engagement, action learning sets, reflective staff support groups, managing difficult conversations and conflict.

 

Stephanie has worked extensively in Education, Social Care, the NHS, Children, Young People and Families, Learning Disabilities, Domestic Violence, Safeguarding and Mental Health. She is a visiting lecturer and tutor at the Tavistock and Portman NHS Trust. ​Her MA dissertation focused on role consultation with a Headteacher and Deputy of a school experiencing difficulties, evaluating roles, interpersonal skills and staff group dynamics.

 

Stephanie is a qualified counsellor, has an MA in Consultation and the Organisation, a Psychoanalytic Approach and studied the Systemic Approach to Organisations, Children and Families (Tavistock Clinic/UEL). She is a Fellow of the Chartered Institute of Personnel and Development, Member of the International Society for the Psychoanalytic Study of Organisations (ISPSO), ASIIP, Association for Coaching, British Association for Counselling and Psychotherapy (BACP), BACP Registrant, BACP Coaching, EMCC UK and EMCC EIA Professional Designation at Senior Practitioner level.

Stephanie Segal
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David Shakespeare is an education consultant who works with learners and teachers in individual schools and colleges, as well as with broader educational organisations - including many local authorities, various DfE programmes, the National Strategies, Science Learning Centres, the ‘learned’ societies, the Standards and Testing Agency, private companies and others.  He helps develop others in class, in training, and in providing CPD within and across schools; and is an evaluator of educational initiatives both in schools and in wider contexts.  David can offer support in the following areas: Development, training and facilitation of networks and mutual support between teachers and schools – such as through Peer Enquiry and network meetings; Development of classroom practice and teachers supporting others – through coaching, mentoring, paired observations and so on; Support for provision of science in primary and secondary school and college settings – in class, in schools, through training.

David Shakespeare
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Karen Smith is an ILM Level 5 Qualified Coach and Mentor

Karen is passionate about developing leaders at all levels to achieve the very best for every child.  She has extensive and proven leadership experience in a variety of schools and authorities.  Karen is currently Interim Head of School at St Mary’s CE Primary School, Finchley, and previously the Head at Queenswell Infant & Nursey School for ten years.  Karen has been a peer headteacher on BPSI Reviews, a School Improvement Partner and also a consultant for the Local Authority.  She is a qualified coach, having recently completed the Level 5 ILM Effective Coaching and Mentoring qualification, where she enjoyed supporting senior leaders to achieve their personalised goals.  As the Senior Mental Health Lead, Karen is committed to embedding a whole-school mental health and well-being approach for all children and staff.  Karen is a very good listener, but will challenge you giving you space to think through solutions and feel confident to take on the challenges ahead.  She loves developing and empowering others, and believes leaders will find her coaching style really supportive too. 

Karen can offer coaching or mentoring support in:

  • leadership and management for middle and senior leaders (new or experienced) for individuals or groups

  • developing confidence and self-esteem

  • raising self-awareness and awareness of others to be able to see alternative perspectives and find practical and workable solutions

  • effectively managing time and workload to improve work/life balance.

Karen Smith
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Paul is an inspirational and energetic school improvement consultant. He has a passion for education with an excellent track record of supporting school leaders. Paul is committed to supporting schools in the UK and internationally, to build resilience and have clarity of direction. He is an experienced and highly successful primary headteacher and has worked in schools within a range of contexts. Paul has extensive experience of managing changes in school structures including successful federation and conversion to academy. He has been an Executive Headteacher and a CEO of a Multi Academy Trust.  He is a facilitator and assessor for the NPQ programmes.

Paul is a dynamic coach, consultant and mentor and a qualified Resilient Leaders Elements (RLE) consultant and coach. He strives to model integrity. His work as a learning network inspector and Ofsted inspector enables him to support and challenge schools. Paul enjoys providing high quality professional development to schools through coaching, mentoring and training. 

Paul supports new Headteachers and provides performance management for senior leaders. He has achieved a distinction in the Professional Qualification for School Inspection and has achieved NPQH. 

Paul is committed to nurturing talent. He is an excellent communicator and is passionate about working with Headteachers, Governors, leadership teams and teaching staff to achieve the very best for children.

Paul is a qualified Resilient Leaders Elements consultant

Paul Whitcombe
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Michael has extensive experience as a headteacher working in London schools, including ten years leading a school in Barnet. He is a qualified and experienced coach working in the educational and business sectors. His two most recent headships were in all through schools and working across primary and secondary is a particular area of Michael’s expertise.

Michael can offer support in all aspects of educational leadership and specialises in the following areas:

  • leadership coaching

  • student coaching

  • strategic development

  • curriculum design

  • developing school culture

Michael Whitworth
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Tony is an experienced headteacher of 18 years and a Professional Coach who works with Senior Leaders and Headteachers enabling them to find their way through the forest of challenges faced on a daily basis so that they can realise their full potential. Tony will help you to shine a light on creative ways to re-energise, solve problems and ultimately work more efficiently. 

His belief is that you have the answers - he can provide a safe space for you to explore how you achieve these using a thoughtful, stimulating approach.  The work you do together can be playful, as you explore opportunities, strategies and approaches to attaining your goals. 

Why coaching? Like most people you’ll have many, many ideas for moving yourself forward.  Tony can work with you as an objective partner.  He is a great listener and uses a variety of powerful questions and useful tools, can help you navigate your journey, personal or professional, ultimately leading to a calmer, more balanced life style. 

Tony Woodward
BPSI have a number of experienced coaches who can provide support

Please contact the coach who best meets your needs.  They can then tailor their services to best meet the needs in your school.

Resilient Leaders Elements (RLE)

Resilient Leaders Elements is an international leadership community and we are pleased to be able to offer this as part of our BPSI coaching package, led by qualified RLE consultants.

Thousands of leaders have grown greater resilience in both the private and public sector, including Disney, Lego, Unilever, BT, Multi Academy Trusts and Universities.

RLE creates leaders who are
•    Have the confidence to be authentic
•    Welcome support and challenge from others
•    Anticipate opportunities and threats

It enables leaders to discover who you are and what you do, revealing your strengths and areas for development.
If you would like to find out more please contact Paul Whitcombe; 07534 438664, paul.whitcombe@barnet.gov.uk

 

RLE Package consists of

8 1-hour sessions per person and includes access to RLE portal to facilitate assessment, 360' feedback, strenght and challenge engines.

10 BPSI hours

Facilitators include: Paul Whitcombe, Helen Morrison and Jane Morris (see their profiles below)

Participants can add additional catch-up coaching for 1 BPSI per hour

 

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