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Coaching and Mentoring Children Course
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Develop a purposeful approach to coaching and mentoring in schools and early years settings. Explore coaching partnerships, reflective conversations, video observation, confidentiality and ways to sustain staff development. Designed for practitioners and leaders supporting colleagues, this course helps you move beyond giving advice towards collaborative problem-solving, agreed actions and meaningful reviews of progress.
Coaching and Mentoring Children Course Summary
Course Name: Coaching and Mentoring Online Course
Duration: 1 hour
Delivery: Online Training Course
Certificate Included: Instant Digital Certificate on successful completion
Accreditation: CPD Accredited
Suitable For: Early years practitioners, teachers, school leaders, mentors, managers and staff development professionals
Assessment: Online Multiple Choice Test with unlimited retakes
Access: Instant Access with 12 months’ course access.
Duration
1 hour
CPD Points
1
Last Updated:
30 Sep 2025
What is Coaching and Mentoring training?
Coaching and Mentoring training introduces ways to help colleagues examine their practice, develop ideas and work towards professional goals. Coaching typically uses questioning and reflection to help someone find solutions; mentoring often draws more directly on an experienced colleague’s knowledge and guidance.
In education, these approaches can help practitioners explore questions such as how to improve classroom interactions or respond more effectively to children’s learning needs.
This course focuses on professional development for adults working in schools and early years settings. It explores how to organise coaching, guide productive discussions and assess whether changes make a difference.
Ethical practice is central: staff need clear expectations about confidentiality, observation and the use of recordings. Training supports professional development but should be followed by opportunities to practise and receive feedback.
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Who Is This Course For?
This course is particularly relevant to early years practitioners, nursery managers, room leaders, teachers, teaching assistants, headteachers, deputy heads, department heads and school-based mentors.
It also suits CPD coordinators, HR professionals and line managers who organise staff development or support colleagues taking on new responsibilities.
Healthcare and social care supervisors, workplace trainers and voluntary-sector leaders may find the coaching principles transferable to their teams. However, the course’s examples and emphasis centre on education and early years practice.
Learners may be preparing to support a colleague, introduce peer coaching or strengthen an existing mentoring arrangement. The focus is coaching and mentoring staff, rather than directly coaching children.
Key Benefits
✓ Structure coaching conversations around clear professional goals.
✓ Use questions and evidence to help colleagues reflect on practice.
✓ Build supportive partnerships with agreed responsibilities.
✓ Recognise confidentiality and privacy risks when using video.
✓ Address barriers that prevent coaching becoming everyday practice.
✓ Review how staff development contributes to children’s experiences.
Course Modules
- Coaching and Mentoring – Course Introduction
- What is Coaching in Education?
- Coaching versus Mentoring
- Characteristics of Effective Coaching
- Common Coaching Models in Schools
- Coaching as Professional Development
- Linking Adult Learning to Child Outcomes
- Addressing Challenges in Coaching
- Coaching Models and Variation
- Areas of Coaching
- Support, Participation, and Purpose
- Arrangements, Experience, and Planning
- Effective Coaching Practice
- Coaching Partnerships
- Creating a Coaching Culture
- Addressing Common Barriers
- Why Use Video in Coaching?
- Ethical and Legal Considerations
- Using Video Practically
- Scaffolding Coaching Conversations
- Common Coaching Themes in Early Years Practice
- Coaching on Assessment for Learning
- Building a Resource Bank of Coaching Prompts
- Encouraging Co-Enquiry
- What Makes a Coaching Conversation Effective?
- Key Dimensions of Coaching Talk
- Productive Coaching Patterns
- The Role of Challenge and Dissonance
- Co-Construction: Building Ideas Together
- Supporting Quality Without Breaching Confidentiality
- Coaching as an Evolving Practice
- Four Levels of Coaching Development
- Supporting Coaching Progression
- Embedding Coaching into Everyday Practice
- Sustaining Coaching Over Time
- Leadership’s Role in Coaching
- Coaching as Evolution
- Balancing Individual and Organisational Needs
- Embedding Coaching Strategically
- Measuring Coaching Impact
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Learning Outcomes
| Learner Outcome | Covered |
|---|---|
| Explain the differences between coaching and mentoring in education. | ✓ |
| Identify characteristics of an effective coaching relationship. | ✓ |
| Describe how coaching models can support different development needs. | ✓ |
| Explain how professional learning can contribute to children’s outcomes. | ✓ |
| Identify arrangements needed to establish a coaching partnership. | ✓ |
| Recognise common barriers to participation in coaching. | ✓ |
| Explain the benefits and limitations of using video for reflection. | ✓ |
| Identify ethical and confidentiality considerations when reviewing practice. | ✓ |
| Select prompts that encourage colleagues to examine their teaching decisions. | ✓ |
| Describe how coaching can support assessment for learning. | ✓ |
| Explain how constructive challenge can extend a coaching discussion. | ✓ |
| Describe how colleagues can develop and test ideas together. | ✓ |
| Identify ways to support progression in coaching practice. | ✓ |
| Explain leaders’ responsibilities in sustaining a coaching culture. | ✓ |
| Identify evidence that can help evaluate coaching impact. | ✓ |
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What Our Learners Say?
“The conversation prompts helped me support colleagues without jumping straight in with my own solutions.”
Sarah Mitchell
Nursery Manager
“A useful introduction to making peer coaching more focused and linking discussions to classroom practice.”
James Patel
Primary School Teacher
“The sections on confidentiality and video observation gave me helpful points to consider before organising staff coaching.”
Priya Shah
Early Years Lead
4.63/5 from 10+ learners
Why Is Coaching and Mentoring training important?
Staff development is more useful when colleagues can discuss a specific challenge, examine evidence and agree what to try next. Without structure, coaching can become a conversation with no clear purpose or follow-up.
Coaching and Mentoring training supports professional competence by helping staff reflect on decisions and learn collaboratively. For example, a practitioner might explore whether changing their questioning gives children more opportunities to contribute.
Clear boundaries also protect colleagues and children when discussions involve sensitive information or recorded observations. Coaching should support accountable practice; it must not delay safeguarding action or replace formal procedures for addressing unsafe conduct.
For leaders, a consistent approach helps connect individual development with setting priorities. The Department for Education’s professional development standard provides a relevant framework for effective teacher development in England.
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Is Coaching and Mentoring training a legal requirement in the UK?
There is no general UK legal requirement to complete this particular Coaching and Mentoring course. Employers may require it as part of a role or staff development programme.
In England, the EYFS framework requires appropriate supervision for staff working with children and families. Supervision includes support, coaching and training. This is a provider responsibility, rather than a requirement to purchase a named course. Other UK nations have their own education and childcare frameworks. assets.publishing.service.gov.uk
Where coaching involves identifiable notes or recordings, UK GDPR obligations apply. Organisations must handle information lawfully, explain its use, restrict unnecessary collection and protect it appropriately. In practice, staff should follow approved recording, access and retention arrangements. Completing training alone does not demonstrate compliance with these responsibilities.
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Coaching and Mentoring training FAQ?
What is the difference between coaching and mentoring?
Coaching generally helps someone explore a particular goal or challenge through questions, reflection and feedback. Mentoring usually includes guidance based on the mentor’s experience. Both can support professional development. For example, a mentor might explain an established approach, while a coach helps a colleague examine which approach would work best in their situation.
Who needs coaching and mentoring training in schools and early years settings?
The training is useful for anyone expected to support another practitioner’s development, including nursery managers, room leaders, teachers, school leaders and mentors. It can also help staff participating in peer coaching understand their responsibilities. Its main purpose is developing adults’ professional practice so they can better support children’s learning and experiences.
How long does the Coaching and Mentoring course take?
The course takes approximately one hour, although completion time will depend on your pace and how long you spend reflecting on the material. Delivery is online, with instant access after purchase and 12 months’ access. This allows you to fit study around work and revisit the content during your access period.
Will I receive a coaching and mentoring certificate?
Yes. After successfully completing the online multiple choice assessment, you can download your digital CPD-accredited certificate. Unlimited assessment retakes are included. The certificate records completion of this introductory course; it is not a professional coaching qualification or a substitute for demonstrating coaching skills through practice and feedback.
How often should coaching and mentoring training be refreshed?
There is no single refresher interval suitable for every coaching role. Agree a review schedule with your employer based on your responsibilities, experience and development needs. Revisit learning when you begin supporting a new colleague, introduce video observation or identify difficulties in coaching conversations. Regular feedback on your practice can help identify what to refresh.
Is coaching and mentoring training compulsory for early years staff?
This specific course is not compulsory. In England, the EYFS framework requires providers to arrange appropriate staff supervision, which includes support, coaching and training. Providers must decide how to meet those responsibilities effectively. Taking a course can support that approach, but it does not replace ongoing supervision or the employer’s wider duties.
Can video recordings be used for staff coaching?
Video can provide a useful basis for reflection, but recordings containing identifiable people involve personal information. Before recording, follow your organisation’s approved arrangements, including a lawful basis, clear information about the purpose, secure storage and controlled access. Only collect what is needed and retain it for an appropriate period. Seek advice from your data protection lead where necessary.
How can coaching improve teaching and early years practice?
Coaching gives practitioners time to examine a specific aspect of their work, consider alternatives and review what happens after making a change. For example, colleagues could explore whether allowing longer pauses after questions increases children’s participation. Agreeing a manageable action and reviewing relevant evidence helps connect the discussion with practical improvement.
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