Coaching and Mentoring Rachel Smith CEPEG 2015

Percy Hedley School Large school of 165 pupils Pupils with diagnosis of CP with additional difficulties Integrated delivery of CE by multidisciplinary teams; Conductors, Teachers, Physiotherapists, OT’s, SALT’s and SSA’s Delivering CE for over 30 years

My Background Qualified Conductor/Teacher from Keele, June 2002 Worked at Percy Hedley since 2004 Recently completed the Practice Tutor course through Birmingham Work with a wide range of students from school work experience, PGCE, Health and social care, Early years, international students, Psychology and now trainee Conductors

Changes at PHS Changes in staffing Loss of highly experienced therapists, especially physios. Replaced by newly qualified and therapists with little or no CE experience or knowledge

Coaching and Mentoring Will be invaluable in order to develop the skills of the new therapists Working together to look at what is going well already and how we can build on this Many different models of coaching

Solution Focussed Coaching Conductors/Teachers/Therapist took part in 1 day training programme www.thesolutionfocus.co.uk

OSKAR Outcome Scale Know-how Affirm & Action Review

Outcome What you want…. The difference that the coachee wants to see as the result of coaching Similar to the ‘goal’ but considers….. What difference would this make to you and others and what would the benefit be?

Outcome Key questions? How will you know when you have achieved your outcome? What difference will it make? What will it look like? What would you do instead?

Scale What is happening at the moment? Where does the coachee rate themselves now? 0-10

Know-how What is working well already? What skills have you already got?

Affirm and Action Affirm The positive qualities of the coachee What has impressed the coach so far Action Building on what is working already Small steps What will you do to achieve move up one step on the scale?

Review What is better? What has changed? What did you do that made the changes happen? What effect has that change had? Go back to the scale

Does any of this sound familiar? O Setting outcomes (children, adults) S Where are they now? K What is working well? A What has impressed you so far? A What is the next step? R What is better now?

CE Links Starting with what we can already do rather than what we can’t Solution focussed Encouraging the ‘can do’ personality Focus on the positive, what do we want to achieve Not problem solving; encouraging coachee to find their own solutions

CE Links Positive action; what do we need to do to make a change? Small steps, breaking down the outcome into smaller more manageable parts Review progress towards the outcome What impact has the change had on students, what can they do now?

Benefits of Coaching Positive and progress focus leads to good motivation for the coachee Positive questions lead to excellent relationship between coach and coachee Incisive focus on what works leads to rapid and sustainable results Focus on know-how of what works encourages shared wisdom throughout the organisation

Thank you for listening Any questions?