I recently spent time with the staff of a small school working across Foundation Stage and Key Stage 1, exploring the importance of play progression, continuity, and leadership in early years education. Our work together became a powerful example of reflective practice and team coaching, as staff examined how to strengthen learning environments, align planning processes, and create meaningful, child-led experiences.
One of the core areas we explored was the learning environment—both indoors and outdoors. With composite classes, the team faced the additional challenge of designing a daily programme that allowed children of different ages and stages to engage in purposeful play at different times. We discussed how, instead of adults resetting the environment each day, children could become more involved in shaping their space, giving them ownership and building independence. Enhancing children’s access to resources fosters curiosity, creativity, and engagement while reducing unnecessary workload for staff.
A key focus was planning for play. Previously, the team used two separate planners for the composite classes, but we explored how a single, well-structured document could improve clarity and progression. This unified planner would incorporate differentiation of abilities, needs, ages, and stages, ensuring a coherent approach to learning. Additionally, we discussed how planning for play could connect more effectively to language, numeracy, and phonics planners, strengthening links between formal teaching and child-led exploration.
We also examined how to organise play sessions in ways that encourage children to take risks, experiment, and follow their natural curiosity. This requires confidence and thoughtful leadership—qualities that the team demonstrated throughout our session. Our conversations reflected a strong commitment to reflective leadership, continuous improvement, and creating environments that truly support child development.
What stood out most was the team’s openness and willingness to learn together. Through team coaching, they deepened their reflective practice, strengthened collaboration, and developed a clearer shared vision for early years provision. Their dedication to understanding and improving the impact on learning was evident.
I look forward to meeting them again and hearing how their thinking has evolved—how environments have developed, how planning has supported progression, and how children’s experiences have become richer and more meaningful. This is a team committed to growth, and it was a privilege to support them.
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Empowering Educators: coaching as a Pathway to Career and Leadership Development
In today’s rapidly evolving educational landscape, the importance of leadership development and career growth has never been greater. Across schools, teachers and newly appointed leaders face increasing expectations, shifting priorities, and a constant need to balance planning, pedagogy, and people. Against this backdrop, structured coaching provides a powerful way to support educators as they navigate their roles with confidence and clarity.
Recently, a newly appointed Head of Department in Early Years had the opportunity to engage in a coaching process designed to strengthen her leadership capacity. While already a skilled practitioner, the transition to a broader managerial role—overseeing staff, planning strategically, delegating responsibilities, and maintaining a clear vision—required new ways of thinking and operating. Through coaching, she was able to step back from the busyness of daily routines and develop systems that improved efficiency, strengthened communication, and supported the long‑term needs of her department.
This experience reflects a wider truth: career growth in education is not accidental—it is cultivated. Coaching enables leaders to develop reflective habits, understand their strengths, and make decisions aligned with their values and goals. It also enhances a school’s culture, embedding a mindset focused on improvement, accountability, and shared purpose.
A similar impact emerged during a professional session with a wider group of staff. The goal was simple yet often overlooked: providing protected time to talk, reflect, and plan ahead. Without the constant interruptions of the school day, the team discussed their responsibilities, explored their curriculum areas, and clarified what they wanted to achieve by the end of the year. Their feedback underscored the value of this reflective space. Staff noted that they no longer felt “caught off guard,” felt more prepared for the future, and gained a renewed understanding of their progress so far.
This kind of structured reflection is vital for leadership development at all levels. It strengthens decision‑making, improves workload management, and fosters professional confidence—especially in early‑career teachers and those stepping into leadership roles for the first time.