You have eighty teachers. You have three people with time to coach.
Most schools run some version of the same CPD model: INSET days, a coaching pair or two, a middle leader doing informal observations, and perhaps a trust programme that reaches everyone once a term. It works, within limits.
The limits are time, capacity, and knowledge. A good coach knows their subject. They know the research. They know how to read a teacher's development stage and calibrate their feedback accordingly. They track progress session by session. They follow up on action steps. They notice when a teacher is regressing under end-of-term pressure and adjust.
No school has enough people who can do all of that, for all of their teachers, consistently, across the year.
The result is that most teachers get good INSET and uneven coaching — if they get coaching at all. Development becomes dependent on which line manager they happen to have, rather than on what they actually need.
Aristotal was built for this gap. It extends the coaching relationships your leaders have built — making expert, personalised, evidence-based coaching available to every teacher in your school, every week, at the moment they choose to reflect.
for 26 teachers — no extra staffing
No timetable time required
What happens in a coaching conversation.
A maths teacher records a lesson. She wanted pupils to calculate the surface area of 3D shapes, building on their prior knowledge of area for 2D shapes. She used physical, tactile 3D shapes from a box to make the abstract concrete. Aristotal reads the transcript. The coaching conversation begins.
The feedback is grounded in the transcript itself — the sequencing from 2D to 3D, the decision to use physical shapes, the stated learning objective. The coaching asks a question that invites the teacher to articulate her own pedagogical theory, rather than delivering a verdict.
In the same session, if the teacher identifies an ADHD pupil who struggles during late-period lessons, the coaching integrates SEND strategies without a separate referral or specialist support request. The platform sets a specific personal goal — for example, trialling purposeful movement breaks as a practical starting point that aligns with the teacher's structured teaching style.
That goal is tracked across subsequent sessions. The whole conversation takes fifteen minutes. The teacher chooses when to have it.
Proof that practice is changing documented for the teacher, aggregated for you.
Every coaching session generates a structured progress update. For the maths teacher above, the platform set two simultaneous goals: a personal goal (maintaining pupil engagement, with a specific focus on supporting an ADHD pupil through purposeful movement breaks in late-period lessons) and a school goal (developing a broader toolkit of adaptation strategies and scaffolding techniques that benefit all pupils with additional needs).
Both are tracked across sessions. The progress record shows when the goal was set, what was discussed, and what the teacher tried. Session by session. The record is the teacher's own account, coached out of them and documented.
What teaching looks like across your school.
The Schoolwide Dashboard gives you anonymised, aggregated patterns across all participating teachers. You see which departments are embedding new routines, where the same challenge is appearing independently, and what breakthroughs are emerging without a structured rollout.
The data does not show individual lesson transcripts to leaders. Teachers control what they record and what they share. What the dashboard shows is aggregate teaching intelligence — the kind of picture that observation schedules can approximate but never fully provide.
This creates Ofsted-ready documentation with an exportable report showing your schoolwide objectives, why you chose them, how they relate to your wider CPD programme, how they relate to individual teachers and evidence of improvement.
What headteachers ask us.
Time-driven activity-based costing. Enter your trust's parameters and see the true cost of running coaching at scale.