Making coaching work in small schools

In small schools, staff wear many hats - so finding time for coaching can be a challenge. Teachers often lead multiple subjects, senior leaders teach full-time or near full-time, and cover is hard to come by. With fewer classrooms, teachers also have fewer opportunities to see great practice in action. Budgets are tight, so every hour counts. But this challenge isn't insurmountable.

In this context, Steplab isn’t just workable - it’s one of the most effective ways to make professional development meaningful, manageable, and high-impact. Teachers in small schools deserve great development, because their pupils deserve great teaching.

This isn’t a checklist for school leaders - it’s a menu. Select and adapt the strategies that make sense for your setting and your staffing.

• 1.
  Be selective: align coaching with a whole-school PD focus so that knowledge is built alongside coaching (e.g., if your PD focus is accountable questioning, align all coaching steps with that theme).
• 2.
  Keep it simple: support teachers to make one small, specific improvement at a time using Steplab steps.

• 1.
  Reclaim time from meetings: consider trimming whole-staff meetings by 15-20 minutes. That small shift can create space for a focused feedback conversation without needing extra cover or adding to workload. 
• 2.
  Use assemblies strategically: release teachers during assembly time for feedback sessions.
• 3.
  Extend PPA where possible: some schools invest in slightly extended PPA to allow drop-ins and feedback during protected time.
• 4.
  Coach on a rota: it may not be sustainable to coach all staff all the time, so focus on one group at a time (e.g., ECTs this half term, subject leads next). 
• 5.
  Schedule with precision: in small teams, even minor diary clashes can derail coaching. Use a shared calendar or simple tracking tool to stay on top of who’s being coached, when, and by whom.

• 1.
  Plan for a fortnightly cycle: a two-week rhythm keeps coaching regular and sustainable without overloading staff.
• 2.
  Focus on consistency: a little coaching every other week is more powerful than a big push once a term.

• 1.
  Double up roles: use leadership, subject lead, or other release time for coaching observations.
• 2.
  Flip the drop-in: leaders can briefly cover a class so a teacher can drop-in or be coached elsewhere.
• 3.
  Build peer culture: encourage peer-to-peer drop-ins (e.g., teachers and TAs observing each other in the same class and giving short, focused feedback).
• 4.
  Create internal champions: appoint a coaching lead (not necessarily SLT) who is both being coached and coaching others to drive culture and quality.

• 1.
  Use INSET to build coaching capacity: include coaching training (both initial and refreshers) in INSET planning.
• 2.
  Slot into routines: add bite-sized coaching PD to staff meetings or briefing slots to keep skills sharp without adding workload.

• 1.
  Leverage asynchronous feedback: teachers can upload a short video clip; coaches can review and prep in advance, reducing observation time.
• 2.
  Use Steplab’s video tools: use Steplab Lens to film, mark key moments, and share for reflection.
• 3.
  Watch model videos: see high-quality examples of key techniques - great for individual reflection during PPA or other non-contact time.
• 4.
  Explore insight modules: deepen teachers’ understanding of pedagogy in short bursts, without needing cover or formal scheduling.
• 5.
  Use the library on your terms: access curated content as and when it’s helpful - no need to wait for a coaching cycle to begin.

Want to learn more about how we can support your school with professional development that really works? Then, book a demo with one of our expert Coaching Development Leads.