Schools and Education Professionals
Consultation, supervision, coaching
Which route is right for you?
You may have identified that some support would be beneficial for yourself, or within your setting or organisation, to strengthen practice and wellbeing. But which approach is best suited to your needs: coaching, supervision, or consultation?
All three provide a safe space for reflection on practice or a particular situation, and a chance to look at challenges from a different perspective; to learn and develop personally and professionally. The models used in coaching and supervision offer a clear structure that facilitates positive change through developing a plan and next steps. Both focus on supporting you to find your own solutions, while building self‑awareness, accountability, competence, confidence, and creativity.
Consultation adds another dimension: it is a collaborative process often involving school staff, leaders, or parents, guided by psychological insight. Consultation helps to clarify concerns, share perspectives, and co‑create practical strategies that promote inclusion, wellbeing, and positive change.
Consultation
As an educational psychologist, I work alongside schools to create spaces where pupils, staff, and families feel heard and supported. Consultation is at the heart of this work. It begins with a conversation—teachers, SENCOs, or leaders sharing their concerns about a child, a class, or sometimes the wider school environment. Together, we explore what is happening, drawing on observations, experiences, and evidence to build a shared understanding of the situation.
Rather than offering quick fixes, consultation is about joint problem‑solving. I help staff reflect on challenges, consider different perspectives, and identify strategies that are realistic for their setting. Sometimes this means focusing on one pupil’s learning or emotional needs; other times it involves thinking about whole class or school approaches to inclusion and wellbeing. Parents are often part of the process too, ensuring that the dialogue between home and school is constructive and collaborative.
The aim is always the same: to empower professionals with practical strategies, reduce the sense of isolation that can come with complex challenges, and ultimately improve outcomes for children. Consultation provides schools with a structured, supportive way to move forward—building confidence, strengthening relationships, and fostering a culture where every pupil can thrive
Coaching
Coaching is most often short term, usually 3, 6 or 9 sessions, and is goal oriented. It is nondirective so lead by the coachee and the coach acts as a thinking partner.
The role of the coach is to structure the sessions using coaching techniques and models to facilitate the changes the coachee wants to see. The coachee identifies actions they want to take toward achieving the end goal and is responsible for actioning these.
Coaching sessions are booked following a FREE 30 minute meeting, during which the number of sessions and frequency are agreed.
Reflective Supervision
Supervision in schools is by no means standard, but there is a growing recognition of its benefits. The pressure and demands on school staff has steadily increased over recent years and is compounded by a lack of resources and training to support the change in demand. This imbalance can take an emotional toll on school professionals. Feelings of frustration as well as elevated levels of stress are, sadly, increasing.
Supervision is often longer term than coaching and is more focussed on reflection on particular issues or concerns around practice and wellbeing. Reflective Supervision is most often lead by the supervisee although the supervisor can also suggest reflection on particular themes and this is agreed at the start of each session when the agenda is set.
Reflective supervision tends to be monthly or termly and booked ahead of time across the year which offers containment for the supervisee. Overtime, supervisees ‘internalise’ the process and note things they would like to bring to the session for reflection and discussion.
Providing coaching and/or supervision for school staff adds to their feeling valued which becomes integral to the culture of the setting.
COACHING
“Coaching with Helen has given me a real sense of calm, brought my energy back and turned my life around. I feel that all aspects of my life are now better balanced and I am achieving more because I have learnt how to be nurturing towards myself and have a positive focus”.
SUPERVISION
“Helen is a great listener. Throughout my supervision I felt I could talk honestly and openly without any judgement. Being able to talk in depth in a safe space has allowed me to grow physically, emotionally and mentally.”
“I’m so grateful to have supervision with Helen, her supportive and caring nature made it easy for me to open up and discuss the challenges I was facing. Through our sessions I have grown in confidence, particularly with my leadership style, and Helen’s guidance has also helped me to better support my team through challenges and change. I cannot thank her enough for the positive impact she has had on me and my team!”