Coaches reported that pupils engaged well with the variety of coaching sessions and found both one-to-one and small group work beneficial¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Observations and interviews suggested pupils generally engaged well with the variety of coaching sessions and found all types of sessions beneficial. → Lord 2015

Evidence¶

Lord 2015¶

Lord, P., Bradshaw, S., Stevens, E. and Styles, B. (2015). Perry Beeches Coaching Programme: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581144

q2 · i? · qualitative · r?

Qualitative process evaluation finding from session observations and coach interviews in the four trial schools. The report notes it was not possible to identify the precise contribution of one-to-one sessions due to limitations in coach log data.

"Observations and interviews with coaching staff suggested that pupils generally engaged well with the variety of coaching sessions, and that they found all types of sessions beneficial."

Discussion¶

Related Claims¶

• Delivery of the coaching programme varied considerably across the four schools in format, frequency, duration, and coach training and supervision — related
• Students identified coaching benefits in three broad themes (improved cognitions, behaviors, subjective well-being) and limitations including 30-minute session length and desire for more accountability — related
• Process evaluation found that poor behaviour and lack of pupil engagement spoiled delivery of some sessions and may have contributed to the lack of impact — reports the opposite
• The process evaluation found ThinkForward feasible to deliver, with teachers reporting benefits for intervention pupils' behaviour — related
• Observations suggested pupils were engaged by and enjoyed the summer school, with the interactive poetry approach appearing to motivate writing — related