Last Updated: Monday, March 05, 2018

Bright future - Individual coaching - Southwood Primary School

What is this?

​An example of a coaching approach to support learners adopted by Southwood Primary School. The focus is on the development of strategies to improve aspects of social and emotional wellbeing. Improving awareness and self- regulation skills which may impact on individual successes and achievements.

Who is this for?

​​This exemplar will be useful to primary practitioners.

How to use this exemplar to improve practice?

This example can be used by practitioners to consider whether this approach might be relevant for their own context.

Improvement questions

  • How have staff made changes/adapted their practice to ensure it is inclusive and meets the needs of all learners?
  • Have staff reflected  and evaluated the impact of their teaching practice on improving outcomes for all learners?
  • How good is our understanding of differentiation? Do staff and partners use a range of approaches that meet the needs of all learners?
  • Do learners provide feedback for staff on their experiences in school?

Explore this exemplar

What was done?

A focus group of six children participated in individual coaching sessions over an 8-10 week period:

  • The group explored ways to recognise a range of emotions. They explored strategies to improve self-regulation and responses in particular situations.
  • Building Confidence Boosters - short duration activities where talents, skills and success were explored
  • Time for Talking - An approach delivered by a trained coach based on active and passive listening.


The school recognised the need to provide additional focussed support for a small group of learners . The intervention focussed on the development of social and emotional skills to support wellbeing of the individual.

What was the impact?

The approach has had a positive impact on the attainment and emotional well-being of the focus pupils, evidenced through direct observation of class performance and the gathering of pupils’ views. It has contributed to children feeling more confident, better able to participate in classwork and demonstrate higher levels of resilience as they work to solve problems.

Feedback from children includes:
“I am having fewer “meltdowns” and have a wider circle of friends.
“I am better at coping when my mind is not jumbled.”
“I am happier in maths and have a plan to make the “angry blob” go away.