Education is constantly evolving; it is vital that as professionals who are trained to teach that we are also committed to learning ourselves to enable us to develop our skills and enhance the experiences of our pupils.

Having had diverse experiences throughout my early career working in a variety of settings and social contexts in Ireland, England and Scotland I developed a passion for supporting pupils to strive for their own achievement and in overcoming barriers to education which they feel they are facing.

My first experience of practitioner enquiry was during my Master’s degree, when I completed a thesis in cross curricular literacy in the Business Education classroom. Early on I recognised that the vocabulary used in the Business classroom was vast and complex and was placing challenges on the attainment of pupils. I wanted to ensure that I could support my pupils to develop and enhance their understanding of the curriculum by ensuring they could understand the language being used. My enquiry found that a focus placed on vocabulary supported pupils in improving their subject knowledge and increased engagement because understanding of language had improved. 

In 2021 I completed the Into Coaching – a peer to peer coaching programme with Education Scotland, this was where I learned about the CIGAR model of coaching that I continue to use today. At this time, I was appointed as Principal Teacher of Raising Attainment at St John’s RC Academy and having conversations with pupils about their barriers to attainment. I could see the potential of coaching and wanted to explore its use in raising attainment in our school. Encouraged by my previous experiences with enquiry I decided to enrol in the 2022-23 Educator Leadership Programme and engaged in a practitioner enquiry into the use of coaching approaches and mentoring in raising attainment.

As a result of demonstrating the impact of the mentoring programme through my enquiry, I have now developed a whole school mentoring programme which started in the 2023/2024 academic session. I have been truly fortunate to collaborate with supportive colleagues; seventeen of whom have become mentors this session. This has allowed me to increase the number of pupils who are receiving mentoring but also to ensure that approaches can be varied and tailored to specific needs. This has been beneficial for pupils as it has allowed them to receive targeted support based on what they require.

The programme places a focus on enhancing learner independence; encouraging pupils to identify their current situation, the gaps between their current situation and their end goal and encouraging them to set their own SMART targets and enabling pupils to feel a regular sense of achievement.  I have developed a booklet which I encourage pupils to use which supports them with setting their targets.

The following checklist and reflective questions are a sample from the coaching booklet for pupils:

How I can support myself – checklist

• Identify where we are on our road to achievement
• Identify the gaps between where we are now and where we want to be
• Identify the people who can help us
• Ask for help
• Listen to advice given
• Attend all classes
• Attend recommended study support
• Create a study timetable
• Attend Study Strategy Sessions

Reflective Questions

1. Where am I now?
2. Where do I want to be?
3. What are the gaps between where I am now and where I want to be?
4. What is my plan?
5. What are my steps for my next session?
6. Who can help me?

Data from the 2022-2023 academic session has shown that attainment of pupils leaving with five qualifications has increased by 6%, this can in part, be attributed to the introduction of our mentoring programme. This session, I have been identifying pupils who require mentoring through tracking reports but also from referrals from classroom teachers and pastoral support, allowing us to target a wider range of pupils who would benefit from this support. I am planning to continue to develop the programme, ensuring that we continue to provide support to pupils to enable them to develop their confidence, independence and encourage a strong sense of achievement within our school community.

The mentoring programme was one of the interventions highlighted as part of a case study in Perth & Kinross’ Attainment Report written for the 2022-2023 academic session. This report shared with colleagues across the local authority will allow schools across Perth & Kinross to introduce similar approaches if they believe they will be beneficial in their setting.

In 2023-24 I  returned to the ELP as a critical friend. This has been an excellent opportunity to support others while continuing my own learning as I network with professionals from every sector within education; get a glimpse into challenges faced and gain valuable knowledge and ideas through the enquires they are undertaking. This has been a role I have thoroughly enjoyed; I am gaining new knowledge and learning new skills as a critical friend which will continue to support and develop my practice and ultimately benefits the pupils I work with daily.