The IMAT have worked closely with leadership edge to develop a coaching culture across our schools. We have a range of staff members who have successfully passed their foundation stage and some who have gone on to coach other staff and become coaching practitioners. We hope this will develop wellbeing and culture at Beechfield.’

Testimonials: 

Walaa Mohran: Taking part in coaching has been a truly valuable experience. It gave me the space to reflect, challenge my thinking, and gain clarity on both personal and professional goals. The supportive and non-judgmental environment helped me build confidence, take meaningful action, and grow in ways I didn’t expect. I’m grateful for the opportunity—it’s been both empowering and impactful.

Romeena Ahmed: Working with my coach has been such a meaningful experience.  I felt truly heard and supported.  Through our conversations, I discovered insights about myself that I hadn't seen before.  It prompted me to see things from different perspectives.  I feel empowered and capable of finding my own answers, giving me more confidence.

Emily Fuller:  

Coachee: It has given me time during the week to really reflect, leaving me feeling refreshed and properly listened to.  I have made practical decisions which have impacted me personally and professionally.

Coach: I have been able to work with staff within my school, supporting them both personally and professionally. I have continued learning myself as both a coach and a coachee.  I see the potential impact that coaching could have on wellbeing and our school culture.

I am looking forward to taking on the Lead Coach role.

Lara Carvalho: I would highly recommend the Leadership Edge programme to others because it has been a truly positive experience for me as a coachee.  As a coachee, the programme gave me space to pause, reflect and really think about my values, leadership style, and the way I respond to challenges.  I found the structured approach, particularly the use of the TGROW model, incredibly helpful in supporting meaningful, focused conversations.  It helped me identify clear, purposeful actions I could take (both in and outside of work).  The programme also supported me in developing further my self-awareness and confidence. It encouraged me to take ownership of my decisions and to reflect on how I can lead more effectively, with the emphasis that this is not by having all the answers.  I have learned how powerful coaching can be when it is delivered with care, curiosity and structure.  The programme has reiterated my belief in the value of supportive, non-directive conversations in leadership.  The Leadership Edge programme and my sessions with my coach have given me tools that I will carry forward in all aspects of my professional journey.  I am very grateful to everyone for this opportunity.

Lizzie Butler:  I have found the Leadership Edge coaching programme to be both challenging and incredibly rewarding.  It has transformed how I approach professional conversations, making me more thoughtful about my listening skills, body language and the questions I ask.

The structured Foundation to Practitioner pathway helped me develop genuine caching skills that empower colleagues to find their own solutions rather than me providing ready-made answers.  I have really valued having the time and space to listen to colleagues and create that safe, confidential environment where they feel truly heard.

The supervision sessions are invaluable - having experienced guidance helped me navigate the more challenging aspects and deepen my understanding of effective coaching techniques.  The skills I've developed have enhanced my daily interactions with colleagues, governors, parents and children.  I find myself naturally using coaching approaches in meetings and informal conversations, creating space for others to develop their own thinking.

For anyone looking to develop both personally and professionally whilst making a positive impact on school culture, Leadership Edge offers a supportive pathway that has genuinely transformed my practice.