A quiet revolution is taking place at Eaton House The Manor Pre-Prep School, where a culture of support through coaching is being offered by staff, for staff, for the first time.<\/p>\n
Sam Wheeler, Head of Sport at the Pre-Prep, proposed the initiative after developing a passion for professional coaching while attending a Leadership and Management course at Dukes, the parent company of Eaton House Schools.<\/p>\n
\u201cPart of the course involved four hours of personal educational coaching, and I absolutely loved it,\u201d says Sam. \u201cIt\u2019s very rare to get time to focus on yourself and your goals. Schools are incredibly busy places, with little opportunity for self-reflection unless it\u2019s scheduled. You go from assembly to lessons, to afternoon activities and marking\u2014these coaching sessions allow for a \u2018big exhale,\u2019 if you like.\u201d<\/p>\n
The course, as Sam freely admits, \u201cunlocked something\u201d in him. \u201cI\u2019ve always been inquisitive and asked a lot of questions, so it felt natural to sit down with staff and do the same. It\u2019s really valuable to take time to assess the pressures and stresses we all experience nowadays, and I thought this could be beneficial for the whole school.\u201d<\/p>\n
Returning from the course, Sam shared his enthusiasm with David Wingfield, the Headmaster of the Pre-Prep, who was very open to the idea. As a result, it was decided that coaching and personal development would be available to any staff member who requested it.<\/p>\n
Since December, three staff members have been early adopters of the initiative. The sessions, which are private and confidential, are timetabled weekly and treated with the utmost seriousness. Sam emphasizes the importance of asking questions in the right way.<\/p>\n
\u201cI ask open-ended questions, and I have to build trust by assuring the person I\u2019m coaching that this is a private, safe space,\u201d he explains. \u201cIt\u2019s all about relationships\u2014getting people to trust you so they feel they can talk openly and honestly. The key to coaching is inviting people to become their own problem solvers.\u201d
\n\u201cExecutive coaching is a collaborative process where we sit down with staff to help them unlock their potential,\u201d he adds.<\/p>\n
Sam highlights four main benefits of coaching:<\/p>\n
1.\tEmpowering staff \u2013 Coaching helps individuals develop self-regulation, problem-solving skills, and accountability, allowing them to take ownership of their personal development rather than relying solely on top-down directives.<\/p>\n
2.\tImproving communication and relationships \u2013 Coaching encourages active listening, open-ended questioning, trust-building, and collaboration.<\/p>\n
3.\tEnhancing teaching and learning outcomes \u2013 Growth and strength emerge from constructive feedback, leading teachers to refine their practice.<\/p>\n
4.\tSupporting well-being \u2013 Coaching creates a structured space for support, helping staff manage stress, set goals, and develop strategies for challenges.<\/p>\n
\u201cThere are clear boundaries,\u201d Sam notes. \u201cWe have coaching contracts that define what can be discussed. Any issues that should be addressed with senior management remain outside the scope of these sessions.\u201d<\/p>\n
Sam is now working towards a Level 7 qualification in Coaching and Mentoring\u2014the highest level awarded by the Institute of Learning & Management (ILM)\u2014and is excited about expanding the initiative.<\/p>\n
\u201cI\u2019m looking forward to opening up coaching to the Middle Leadership Team, including Year Coordinators and Subject Coordinators, in the hope that a positive coaching culture and its benefits will filter through the school,\u201d he says.<\/p>\n
\u201cPeople open up over time and over multiple sessions,\u201d he reflects. \u201cIt\u2019s like a jigsaw puzzle\u2014you start with the edges and gradually fill in the pieces. But the final piece at the centre is the most important. I\u2019m so proud to be part of this journey.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
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