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Coaching Sequence: a structure for staying persistent & consistent

NAME DURATION WHEN WHO WHERE WHAT / CONTEXT TO USE

Focused on a specific problem happening right now.
1-2 minutes Adult with child at the time Keeps expectations high, even for low level issues.
Level 1 support: Wherever the
At the time of the a. For small, Level 1 struggles that don’t happen regularly.
Coaching child is at the
Prompt incident Peers can also be taught to time b. Only if the child is regulated and able to think rationally about a way to
give coaching prompts manage better
c. If the adult can manage in that moment and feels this is only minor.

Adult who was present at Focused on a specific minor problem that has happened that day.
the time.
Outside of the Keeps expectations high and makes sure low -level issues do not persist.
Level 2 support: actual incident – A quiet space
Coaching 5-10 minutes later that day if Peers can be taught to use where everyone a. For small struggles (e.g. in school, calling out; at home, an untidy bedroom,
Conversation possible and Coaching Conversations to can focus bedtime being an issue or not returning home at the agreed time).
solve issues (see Working
everyone calm
Out Windows (WOW) For a more significant (Level 2) one-off incident e.g. hurting someone, move
technique) straight to Level 3 Support.

Focused on a specific problem that has happened in the last couple of days
Adult present at time &
20 - 30 At a scheduled another if support required. Specific location Keeps expectations high and ensures skill difficulties are addressed early.
Level 3 support:
minutes time. If outside of home context, identified for a. For a persistent low-level problem e.g. calling out / getting distracted where
Coaching Time
After school parent / carer / key worker Coaching Time several Coaching Conversations have not led to expected progress.
to attend at end.
b. For a more significant incident e.g. hitting someone / stealing.

In home context, may be Intervention focused on wider unmet needs and lagging skills for children with
Level 4 support: parent/carer/key worker or, persistent or high-level difficulties.
Coaching Plan 45-minute if possible, specialist coach.
prior to session to Scheduled session Ensures insistence, persistence, consistence with a spirit of support.
In education context, Specific location
Coaching plan priorities followed by at
member of staff with identified for a. Following two or more Coaching Times for a Level 3 or 4 incident.
Programme followed by a least twice weekly
specialist training & Coaching Plan
2 then 4 then sessions (ideally 3 b. Also for children presenting with persistent Level 1 / 2 unhelpful responses or
(Level 5 support 6-week x weekly) parent / carer / key worker sessions
is a bespoke programme to attend planning meeting those who have significant unmet needs (and may present with threat-based or
provision) at start and final meeting at neurodifferent responses such as anxiety, attendance issues etc. which are less
end of programme. intrusive yet a significant barrier to achievement).