The coaching journey of New Rickstones Academy

When we first embarked on this journey as part of the pioneer instructional excellence group at Lift Schools, our mission felt ambitious yet energising: to embed instructional excellence at the heart of our school. Coaching became the cornerstone of this mission—a tool to refine teaching practices and promote deeper learning.

Our early steps were marked by hesitation. Terms like “deliberate practice” and “role play” weren’t just unfamiliar—they felt uncomfortable, almost cringeworthy. I remember visiting other schools with trepidation. The idea of practising coaching techniques on each other, exposing our vulnerabilities in such a raw way, seemed daunting. Yet, over time, we leaned into the discomfort. The process became transformative—not just for our teaching but for our confidence and professional growth.

At its core, coaching isn’t mentoring, performance management, or even advice-giving. It’s about targeted, actionable growth. The challenge—and beauty—of coaching lies in its focus. After observing a lesson, it’s tempting to address every area for improvement you spot. But effective coaching requires discipline: pinpointing the highest-leverage change that will make the greatest impact.

It’s not just about what to say; it’s about how to say it. Language must be clear, concise, and purposeful. This is an area I’m still refining, but the principle remains the same: small, specific changes, practised consistently, lead to lasting transformation. When the process is collaborative, driven by trust and respect, it becomes not just effective but empowering.

Establishing this culture of coaching at New Rickstones Academy wasn’t easy. One of the earliest hurdles was perception. For some, coaching carried connotations of judgement or intervention - something “done to” them, rather than with them. Overcoming this required relentless clarity: coaching was developmental, not punitive. Observations weren’t about critique but growth.

Trust became our foundation. Regular drop-ins and instructional walks normalised feedback, shifting the narrative from “Why are you here?” to “How can this help me?”

Time, however, has always been a persistent challenge. Initially, sessions were ad hoc and inconsistent, creating frustration for both coaches and coachees. Integrating coaching into weekly training time was a step forward, though even this wasn’t without its limits. Parent evenings, inset days, and competing priorities often disrupted the rhythm, leaving us reliant on the flexibility and goodwill of our staff.

Looking ahead, we’re exploring how better use of time off in lieu (TOIL) might provide a more sustainable solution. Offering TOIL as an incentive for teachers involved in coaching programmes could acknowledge and reward their dedication to professional development. It’s a practical way to recognise the extra time and effort staff invest in their growth—a step towards matching our aspirations for coaching with the realities of their workload.

Another hurdle has been engaging teachers who were already excelling. For those facing classroom management challenges, the value of coaching was clear. But for seasoned teachers, the benefits were less apparent. “I’m doing fine - do I really need this?” was a sentiment we often encountered. Addressing this required reframing coaching as a tool for refinement, not remediation - a way to elevate strong practice to even greater heights.

One of the most rewarding outcomes has been the ripple effect coaching has created. Teachers who’ve experienced its benefits often become its strongest advocates, encouraging colleagues to step forward as coaches or coachees. This organic momentum has been key to embedding coaching into our culture.

Teaching is an inherently reflective profession. We constantly assess our students, adapt our methods, and refine our strategies. Yet, beyond the early years of training, opportunities for personalised feedback often diminish. Coaching reintroduces that critical loop of feedback and reflection, creating space for teachers to grow - not out of necessity, but out of a desire to be better.

And it’s not just coachees who benefit, but coaches too. The act of guiding someone else sharpens your understanding of pedagogy, forces you to confront your own practices, and develops a deeper connection to your craft.

Coaching, I’ve realised, is a mirror - it reflects not just the practice of others but your own. Observing others has made me more aware of my own habits, forcing me to confront areas where I could improve. This reciprocity, where both coach and coach grow, is the heart of what makes coaching so powerful. It creates a culture of introspection and shared learning, where improvement feels collective rather than isolated.

As the programme at our school has grown, so too have the lessons we’ve learned. Stepping back from direct coaching to focus on oversight was a difficult but necessary adjustment. It’s allowed me to better support our 12 coaches and plan for thoughtful expansion, prioritising the quality of coaching over the quantity.

This year, we are also taking things further with the introduction of StepLab, which we hope will be a game-changer. By reducing cognitive load and offering clear action steps, it is making the coaching process more structured and accessible. As we continue to integrate these tools, I’m optimistic about the programme’s future.

Still, challenges remain. Finding time for sustained training, making sure coaching pairings are effective, and encouraging participation from high-performing staff are ongoing priorities. Yet, with a strong foundation of trust and a growing culture of openness, I’m confident we’re heading in the right direction.

Looking back, I see how far we’ve come—not just in implementing a coaching programme, but in transforming our culture. Coaching is as much of a mindset as it is a tool—a way of working that prioritises growth, collaboration, and shared accountability. Moving forward, I’m excited to see how this journey unfolds. With deliberate practice, continuous reflection, and a commitment to learning together, the possibilities for this school and its pupils feel endless.