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Person-Centred Coaching
This coaching programme is aimed at supporting professionals, including paraprofessionals to enable meaningful engagement with young people who are vulnerable and disadvantaged within their school and local communities.
What our clients say:
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USW ITE Conference, July 2024 and ITE USW Staff September 2024
 
 
 
 
 
 
 
 
 
 
 
 
 
Cardiff LA: Into Work Team
  • Excellent trainers, exceptionally knowledgeable, patient and willing to answer and explore all questions.
  • Very informative and educational. Helped further develop understanding with very engaging activity and material. p.s. trainers were fantastic.
  • Really enjoyed - thank you. I think everyone who works with people should receive training/ awareness sessions on ESF & neurodiversity - including the people who make the decisions lol.
Cardiff Local Authority
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Cardiff Cathays Community Youth Workers Team
  • “It has helped me assess with young people’s needs and enhance that and think about it in different ways.”
  • Delegates expressed that the training was tailored to their needs, “It felt it was specifically made for us”. Therefore, it was felt that concepts taught could be immediately applied.
  • “Useful for me personally as well as applying it to other people.”
  • Delegates identified that the training was both practical in their personal and professional capacity. Describing the content as “why isn’t this training offered in all schools and with people that work with young people”.
ELSA
Alternative Provision Case Study: A Whole Service Approach to Person-Centred Coaching
Family Pathway has been collaborating with MOL Education since September 2022. 
 
Having collaborated closely with Family Pathway, our Cardiff Alternative Provision has embedded a whole-service approach to person-centred coaching, using executive function skills as the backbone of learning and wellbeing.
Across the provision, staff weave coaching strategies into daily routines—whether that’s helping a learner break down tasks step-by-step, introducing tech tools that remove barriers, or co-creating regulation strategies that build independence. Learners are increasingly using the shared coaching language themselves. For example, one young person explained that they chose to take a sensory break before rejoining class “because that helps me reset my focus.”
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