Coaching Literacy and Numeracy Teachers in partnership with Victoria Department of Education
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The need
Anglia Ruskin University wanted to develop the coaching skills of its Personal Development Tutors (members of academic staff) across the university to support the roll out of a new tutoring model. This new tutoring model was designed to strengthen relationships between staff, students and the university and improve student achievement and the overall student experience.
The university wished to ensure a consistent, more proactive and more holistic approach to tutoring that would be seen as an entitlement for all students rather than just a support mechanism for those seeking support.
Our solution
We designed a highly participative one-day coaching skills workshop for groups of up to 25 tutors. To help contextualise the need for the coaching skills we commissioned, as pre-work for participants, an article on the evidence linking personal tutoring to student success and the value of a coaching approach.
22 workshops, attended by 379 personal development tutors were delivered to build practical coaching skills and share helpful tools and frameworks. Participants were able to practise applying key skills in the context of typical student-tutor scenarios.
Our impact
- 4/5 median participant rating confirming that they understand the behaviours and skills needed for effective student coaching
- 4/5 median participant rating confirming that they feel confident using a coaching approach in their PDT role
- 44% of participants indicated that they would like to receive more advanced training
“Absolutely fantastic – enlightening, well structured, interactive and reflective.”
“I enjoyed the training and found it very helpful by allowing me to understand and practise different techniques and identify my own current strengths and weaknesses.”
“I found the day really helpful. I was reassured during the coaching group session of my skills, what I did well and what I can improve on.”
“This was an excellent and useful day which gave me lots of ideas for working with and supporting students.”
How we helped
- 22 workshops
- 379 participants
A long-term partnership
BTS Spark has partnered with the renowned University College London Institute of Education since 2016 to support senior education leaders participating in national leadership programmes. We have provided 1:1 executive coaching for participants on the National Professional Qualification for Executive Leaders (NPQEL), funded by the UK government. This programme equips experienced leaders to progress from leadership of a single school to lead across a group of schools, typically a Multi-Academy Trust.
Several hundred leaders have benefited from a flexible 1:1 coaching programme with common themes including building personal resourcefulness, confidence, presence and authenticity, empowering and inspiring others, building shared purpose, navigating conflict, leading change and growing personal influence.
Our impact
- 2/3 of participants reported significant change as a result of their coaching, with a further 1/3 reporting some change
- 82% of participants reported that their expectations of the programme had been exceeded
- 9.7/10 average rating from participants for the value of their coaching sessions and overall programme value
All data from 2021–24 programme cohorts (83 respondents)
"My coach's insight, listening and intellectual connection and sophistication about the intricacies of systemic leadership against human leadership was something I could not have been successful on the NPQEL without. And indeed in my role. Incredible."
Mark Grady, Headteacher, Rugby High School
"My coaching has allowed me to deeply reflect on my 20-year career thus far like never before. It has been a real support for me 'here and now' as I navigate through somewhat of a challenging leadership challenge linked to my role – and has allowed me to successfully come through this."
Peter Taylor, Principal, Audenshaw Secondary School
The need
Villiers High School in west London wanted to strengthen the leadership skills and impact of its middle leaders – the heads of department and pastoral leaders who shape teaching standards and staff culture day to day. Recognising that development needs would differ across the cohort, they sought a differentiated programme that combined core capability building with more bespoke development for smaller groups.
Our solution
Over the 2025-26 academic year we delivered a customised leadership development programme for 27 middle leaders, beginning and ending with full-day experiential workshops for the full group. In between, we delivered 90-minute small group coaching sessions tailored to the needs and priorities of three separate sub-groups, identified through an initial leadership diagnostic. Capabilities developed included personal resourcefulness, engaging others, empowering your team, leading in uncertainty, championing feedback, decision-making and navigating conflict.
Our impact
- 90% of participants reported gaining new insights and tools that will help them in their leadership role
- 100% of participants agreed that the ideas covered were relevant to their roles and intend to apply the learning
- 95% of participants were satisfied and found the sessions valuable
"The programme has enabled me to be a more balanced and effective middle manager. To be able to work with staff to get the best out of them and make them feel positive and empowered."
"I think it has already improved the culture of the team. I have refocused my purpose and vision to be one centred on nurturing people because that is actually the most effective way to lead a big team as MLT. Micromanaging doesn't work."
"I will be able to drive changes in school with more buy-in, power and persuasion."
How we helped
- Summer 2025 – Workshop One (full day) – Personal Leadership
- Autumn 2025 – 2 x Group Coaching Sessions
- Spring 2026 – Group Coaching Session
- Summer 2026 – Group Coaching Session
- Summer 2026 – Workshop Two (full day) – Sustaining the impact