The Educator Magazine UK May- August 2023 - Magazine - Page 54
HOW COACHING
CAN CONTRIBUTE
TO MORE THAN
CATCH UP
Three years since COVID-19 first closed schools in spring 2020, we take a look at
Student Success Coaching, a holistic approach that’s particularly powerful in school
communities still experiencing the aftereffects of the pandemic. From addressing
attendance avoidance to promoting pupil wellbeing on ever tighter budgets, charity,
City Year UK, explains how it can be embedded in partnerships with primaries or
secondaries, to meet today’s challenges.
Although tutoring is an
important part of the
mix, Student Success
Coaching goes beyond
extra English and maths
provision.
Recognising that teachers cannot deal with
every need that pupils bring into class every
day, it helps schools fill the widening resource
gap. From supporting individuals to overcome
social, emotional and academic barriers, to
running extra-curricular clubs to enrich
learning across the whole school, it contributes
to a culture where all students feel a sense of
belonging and have the opportunity to flourish.
Developed since 2010 in the UK, and rooted in
35 years of experience and research in the US,
the approach is built on six principles.
1. An authentic coach / student relationship
Evidence shows that students stay in
education, are more engaged and perform
better when they feel connected to an adult in
school. City Year UK recruits, trains and
supports diverse teams of talented 18 to
25-year-olds who volunteer for a year to be
that adult.
Known as mentors, they complement the work
of teachers but, easily recognisable in red
jackets, play a distinct role, working to widen
participation through coaching and tutoring.
Trust is at the heart of mentors’ success.
As one student commented:
“Even though Miss is my
mentor, she is like a friend
too, just because of how
much she is there for me and
supports me… I want to make
Miss proud because when
people didn’t believe in me,
she did.”
2. An integrated solution
Recent large scale studies of City Year in the US
by the Everyone Graduates Centre found that
making gains in social-emotional skills is like
gaining an entire school year of achievement
growth in maths or English (across Grades 3 to
10).
Mentors are a fully integrated and consistent
presence throughout the day - from corridors
and clubs to classrooms. That means they are
there when pupils need a hand solving
problems, working with others, forming
friendships, expressing ideas, learning from
mistakes and managing emotions, as well as
with phonics or fractions. Collaboration with
school staff is key and mentors are aligned with
school policies to ensure effective cooperation.
3. Focus on individual pupils and
opportunities for all
Teams of mentors provide individualised
support to 40 to 50 students at risk of not
meeting their potential. Weekly sessions set
social, emotional and academic goals and
establish an action plan ranging from 1:1 or
small group interventions, to in-class
assistance.
However, Student Success Coaching also has a
wider ripple effect. Through morning greetings,
running breakfast club and extra-curricular
activities, support on school trips or simply
being someone to talk to at breaktime, mentors
contribute to schools where pupils experience
new opportunities, gain confidence and
discover talents.
4. Data-informed programming
The sharing of quantitative and qualitative data
by partner schools underpins Student Success
Coaching. It’s used to identify pupils for
support and the most impactful form of that
support. Progress is monitored for
improvement purposes and accountability.
5. Rigorous recruitment and ongoing
training
Student Success Coaching is only possible
through the considered recruitment of
committed, inspirational young adults who
reflect the communities they serve. Most are
on university placements or are recent
graduates.
A comprehensive training programme,
awarded the highest Level 4 by the Skills
Builder Partnership, takes place before mentors
start in school and continues one day a week
throughout their volunteer year. More than a
third go into education focused careers, with
10% employed by their partner schools.
6. Supportive programme structure
A City Year UK staff member or ‘Impact Officer’
oversees every school partnership and supports
mentors to deliver the programme effectively,
while ensuring it’s best adapted to each
community. One deputy head sums up Student
Success Coaching in his school:
The impact on literally
hundreds of our pupils has
been massive - whether that
be in their attendance,
behaviour, academic progress
or general outlook. The case
studies and real life examples
of improvement are there for
all to see.”
Mentors currently support over 1,000 pupils
a year 1:1 and contribute to a positive
learning environment for over 20,000 more
in schools across London, the West
Midlands and Greater Manchester.
To find out how your school could benefit, take
a look at our annual report or get in touch with
our team at schools@cityyear.org.uk to arrange
a visit to see Student Success Coaching in
action.