Teach First places high performing graduates and career-changers on a two-year leadership and teacher training programme in challenging schools. It is the UK’s largest graduate employer. The organisation aims to create thriving schools, delivering a fair education with great teachers, brilliant leaders and the right policy.
• In 2013, Teach First’s retention of trainee teachers was at 80%. This was over 10% below other, cheaper, teacher training routes.
• Between 2013 and 2019, we coached over 500 of the graduates who were at risk of leaving the two-year programme in our resilience building methodology. We provided 6 sessions of coaching tailored to each individual’s circumstance to provide bespoke support.
• We have trained, and continue to supervise, a group of Teach First staff, to support them to model our resilience-building methodology, and to make the approach sustainable across the organisation.
• We have worked with Teach First to create an online learning course, which is accessible to all of their trainee teachers and staff. This learning course provides our wellbeing content in the form of videos, online activities, and further ‘real life’ activities to build behaviour change.
• Over 3 years, we boosted the organisation’s retention of trainee teachers on the programme and in schools from 80% to 92%.
The Cambridge Building Society
The Cambridge has an excellent reputation for being trusted, customer-focused, valuing its people and having a strong commitment to the local community. It is currently undergoing a transformation to become a ‘Challenger Building Society’: becoming more innovative, creative and adaptable.
The Cambridge wanted its manager and director team to confidently support their staff to develop a ‘Challenger Mindset’ where people felt resilient, innovative and adaptable.
Alongside this, The Cambridge was over-hauling its rigid performance management system; it wanted its managers to develop a flexible, coaching-style of performance management.
We developed a two day ‘Coaching for Performance’ programme – supporting mangers and directors to understand the emotional underpinning of high performance, and enabling them to use strengths-based coaching strategies to create culture change.
We supported managers and directors to use flexible coaching approaches with their teams, rather than relying on the previous process-heavy performance management system.
All managers and directors had a follow-up coaching session with us, to ensure that they were able to embed their learning in their management practice.
We trained the People team at The Cambridge in our ‘Coaching for Performance’ approach - they are now able to train new managers, and they run a working group to support ongoing adherence and innovation.
95% of managers and directors rated the quality of training and facilitation as ‘excellent’.
The Cambridge is using the ‘Coaching for Performance’ approach to underpin its new approach to performance management.
Coaching and Therapeutic case studies
movemeon - a coaching case study
movemeon is a direct recruitment channel, with career exploration and hiring across start-ups, consultancies, corporates and PE/VC. It’s used globally by 37,000+ members and 2,900+
movemeon was expanding rapidly, and its founders wanted to get the best from their new and existing team members.
We bench-marked what competitors were delivering to support their staff and undertook a needs analysis with movemeon in order to better understand staff engagement within the organisation.
We provided coaching to movemeon’s founders so that they were better able to understand the psychology of their employees.
We worked with the founders to develop strategies to enhance employee wellbeing, engagement and productivity.
movemeon continues to grow, and its staff engagement and retention are exceptionally high for the industry.
James - a therapeutic case study
James approached The People Project for some therapeutic support to cope with feelings of overwhelm and burnout.
James is in his early fifties, and has recently been made partner at a leading law firm; he is also married and a father of three children.
When James approached us, he was feeling overwhelmed and was aware that he had lost a sense of pleasure in life. He was struggling to perform at work, was feeling disconnected from his family and friends, and was experiencing suicidal thoughts.
In order to gather some physiological data, James wore a Firstbeat monitor to measure his heart rate variability - this revealed that James was in an unsustainable state of heightened physiological stress and gave him strong motivation to create change.
We undertook 10 coaching sessions with James, using Acceptance and Commitment Therapy approaches to support him to transform his emotional pain, to better defuse from unhelpful narratives and self-judgement, and to do more of what he valued and enjoyed.
In the final therapeutic session, James reflected that he was better able to navigate his emotions, that he was experiencing more fun and pleasure when spending time with his family, and that he was more focused at work.
After three months, James re-assessed his physiological state using the Firstbeat monitor: his results showed an increase in heart rate variability, indicating that his body was better able to cope with the levels of stress generated by his busy lifestyle.
Children and Young People case studies
Jess (17 years old)
Jess had been experiencing panic attacks in her revision lessons for her A Levels. Her parents and teachers were concerned about her, but were unsure of how best to help.
We spent time talking with Jess, her parents and teachers to better understand the situation and the emotions that Jess was experiencing.
We worked with Jess’ teachers and parents to reduce the factors which were contributing to her anxiety in school.
Jess had 8 therapeutic sessions with us. Using approaches from Acceptance and Commitment Therapy and Compassion Focused Therapy we enabled Jess to regulate her emotions more effectively. She was able to sit all of her A-Level exams.
Jess achieved excellent A-Level results - four at A and A*
Jess has taken-up her place at Oxford University, where she is thriving; she has ‘top-up’ sessions with us once or twice a term.
Harry (11 years old)
Harry’s parents got in touch with us as they were concerned about the levels of distress that he was experiencing around moving to secondary school.
We spent time talking with Harry and his parents to better understand the situation and to identify the emotions and worries that Harry was experiencing.
We worked with Harry and his parents for 8 therapeutic sessions. Using approaches from Acceptance and Commitment Therapy and Compassion Focused Therapy, we supported Harry and his parents to recognise his worries, to develop new strategies to cope with them, and to find ways to have more fun and enjoyment together.
Harry has transitioned successfully to secondary school, he’s feeling settled and is enjoying learning some new subjects.
Harry’s parents have reported that they feel more confident in supporting Harry when he feels anxious or worried, and they’ve also been using some of the strategies we learned together for themselves.