The most knowledgeable coach in any school available to every teacher in your trust, every day.

Aristotal gives every teacher expert coaching that adapts to their subject, their pupils, and their development stage — then gives you the intelligence to see teaching quality improving across your trust.

“Aristotal is the best I have seen anywhere in the world.”

Professor Dylan Wiliam · Emeritus Professor, UCL Institute of Education · Aristotal Advisory Board

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Schoolwide Dashboard

View key insights and manage your schoolwide CPD agenda

CPD Agenda

Engagement

Reports

CPD Agenda Reports

View coaching conversation statistics and programme health

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Overall Programme Stats

CPD Agenda Items

Programme Health

Teachers Engaged

26 / 31

83.9% engagement

Total Coaching Sessions

439

16.9 avg per teacher

Active Last 4 Weeks

17 teachers

65.4% of engaged

Total Coaching Time

109.8h

~15 min per session

Department Comparison

17 departments hidden

Department

Teachers

Engaged

Engagement

Avg Progress

Distribution

Key Stage 2 (upper)

100%

80.8%

Mathematics

57.1%

77.5%

English

87.5%

74.2%

BETT 2026 Winner — Best AI Tool for Teaching and Assessment

10,000+ coaching conversations

100+ schools across the UK

Advisory Board: Dylan Wiliam · Mary Myatt · John Tomsett

Every teacher in your trust deserves a coach. Almost none of them have one.

The gap

Your trust employs hundreds of teachers. How many of them have access to a coach who knows their subject curriculum, their exam board specification, their SEND pupils' needs, the latest education research, and how to calibrate coaching to their experience level?

In most trusts, the answer is close to zero.

Your leaders are committed to professional development, but no single person can hold all of that expertise simultaneously. The typical coaching model asks a deputy head or middle leader to observe, give feedback, and track progress across an entire department. The feedback is as good as that person's knowledge. Their time is finite. Their caseload is not.

The result: most teachers go most of their career without consistent, subject-specific, evidence-based coaching. CPD happens in rooms, in INSET blocks, in peer observations. Whether it changes what happens in lessons on a Tuesday afternoon in November is harder to know.

Aristotal changes that calculation. It makes expert coaching available where it has never been before: at the moment a teacher reflects on a lesson, in private, with no observer and no agenda except getting better.

What Aristotal Does

Autonomy within Alignment.

Teachers grow individually within their own private, low-stakes coaching space, fostering personalised growth while giving leadership the aggregated data needed to ensure alignment with whole-school goals.

For every teacher: a genuinely private coach

Audio-only recording. No line manager. No observer. No one sees what a teacher said in a coaching session except the teacher. Privacy is the mechanism that makes coaching work.

For every leader: teaching intelligence at scale

Aristotal's Schoolwide Dashboard shows aggregated, anonymised patterns across departments, schools, and cohorts — without surfacing any individual teacher's session content.

No linear scaling required

A trust of 500 teachers costs the same per teacher as a trust of 50. No additional coaches, no timetable changes, no cover arrangements. A fixed-cost expert coaching programme at any scale.

app.aristotal.com

Schoolwide CPD Agenda

Teacher Engagement

Reports

Agenda Items (4)

Effective Questioning✕

Modelling✕

Teaching Vocabulary✕

Reading Fluency✕

+ Add Agenda Item

Effective Questioning

19 teachers · 208 sessions

63.9%

Teachers Engaged

208

Coaching Sessions

Progress by Session Milestone

Components (4)

•Question design (open-ended questions)

•Questioning techniques & wait time

•Response handling & discussion

•Whole class checking for understanding

Teaching Intelligence

What the data shows.

When Aristotal operates across a school or trust, coaching data aggregates into patterns that leaders cannot see from individual observations. Here is what it revealed across six schools between October 2024 and February 2026.

Across five schools — spanning primary, secondary, and specialist settings — the same realisation appeared independently in coaching conversations: teachers were filling silence that should belong to pupils. The breakthrough was always the same in structure, different in detail.

"I have to embrace the awkward silence. I was jumping in with the explanation rather than allowing students to struggle."

Secondary teacher, West Yorkshire

"The answers were more coherent and forward-thinking. Complex questions became accessible to more pupils when I waited longer."

Secondary teacher, Kent

70%

of pupils passed a misconception check after implementing a structured wait-time protocol, compared to 40% with a parallel class using previous methods — data from one secondary school impact report. The coaching data identified this as a trust-wide implementation gap — a pattern across schools, visible only because each teacher's sessions were captured.

Across three schools, coaching conversations documented the same shift: teachers initially viewing disruption as a behaviour problem, then discovering it was a signal that the lesson's cognitive demand was mismatched to the class.

"Are you suggesting that students misbehaving is my fault? [Session 1]. The reading materials were too hard for this class to access. [Session 11]"

Secondary teacher, Staffordshire — the same teacher, nine sessions apart

"Sometimes it feels like the children think they're too smart to listen. But it was a skill they hadn't grasped yet."

Primary teacher, West Yorkshire

The implication for trust leaders is not that these teachers were poor practitioners. It is that without coaching at the lesson level, this diagnostic shift would not have happened — or would have taken years rather than sessions.

At Church Hill Middle School, fifteen teachers independently chose to focus on morphological vocabulary instruction — teaching Latin and Greek roots rather than dictionary definitions — within a single academic year. Pupils began decoding unfamiliar technical vocabulary across subjects.

"Breaking down 'beneficial' — 'bene' meaning good and 'ficial' meaning to do — helped them embed the application."

Subject teacher, Church Hill Middle School

"I broke down the word 'compress' while demonstrating with a balloon. It felt more natural."

Science teacher, Church Hill Middle School

As the same breakthroughs appear across departments, these signal genuine pedagogical insight worth formalising across the trust.

Key Stage 2 (upper)

Overall Progress

Teachers Engaged

12/12 (100%)

Coaching Sessions

188

Average Progress

80.8%

Distribution

1 developing

4 proficient

7 master

Focus Area Breakdown

Focus Area	Teachers	Sessions	Avg %
Effective Questioning	11	124	85.8%
Modelling	5	50	80.3%
Teaching vocabulary	4	14	52.9%

Across all six schools, the coaching data's highest-confidence sustainability evidence was not session completion rates. It was teachers applying strategies to contexts the coach had never mentioned: form periods, cover lessons, different year groups.

"I applied the questioning strategies unprompted to a non-subject lesson in Form Time."

Secondary teacher, West Yorkshire

"These practices are embedded. I successfully taught musicians and mathematicians despite disruptions."

Primary teacher, West Yorkshire

This is the distinction between a CPD event and a coaching process. The event changes what teachers know. The process changes how they teach.

Across both a specialist neurodiverse setting in Northern Ireland and a diverse, multi-lingual mainstream academy in England, coaching data evidenced a consistent pattern: teachers developing diagnostic approaches that transformed previously passive pupils into active participants, without requiring additional external resources or specialist referrals.

"Children who don't usually speak without prompting wanted to speak without prompting."

Primary teacher, West Yorkshire

"My phonics spotlight group have all moved up to the next group."

SEND specialist teacher, Northern Ireland

Neither of these outcomes was a programme target. They were the consequence of teachers becoming more diagnostic in real time — which is what consistent coaching at the lesson level produces.

The Mastery Arc

Three steps. No observers. No timetable changes.

Record the lesson.

Any phone or microphone. Audio only — no camera, no student faces captured. Upload when the lesson ends. Transcription is immediate. Teachers can do this from home, on a Sunday evening, about a lesson that happened on Friday.

Aristotal analyses the transcript.

Aristotal reads the full lesson with timestamped evidence: wait time, questioning quality, instructional clarity, SEND responsiveness, teacher-to-pupil talk ratio. It identifies a student-focused goal grounded in what actually happened.

The coaching conversation begins.

A private chat interface. The coach knows the lesson, the research, and the teacher's previous sessions. Ten to fifteen minutes. Private, on-demand, and free from observation pressure. An action step. A mastery goal. A progress record updated.

🏛

For trust leaders: the Schoolwide Dashboard

While teachers coach privately, Aristotal's Schoolwide Dashboard aggregates anonymised intelligence across every school in your trust. Which departments are building habits. Where the same pedagogical gap is appearing independently. Where coaching engagement is thin and your CPD investment may need reinforcing. Teaching intelligence at scale — without surveillance of any individual teacher.

Teacher Voice

What teachers say about the experience of being coached.

The impact reports document a confidence shift that is consistent across settings. Before: teachers describe feeling exhausted, reactive, and like they are performing rather than teaching. After: calmer, more deliberate, in control of what happens in the room.

“

My disruption has about halved and my stress management has got much better because I am not fighting against my own personality.

Secondary teacher, Kent · Homewood School and Sixth Form Centre

“

Questioning is becoming more instinctive and I no longer need to consciously think about it. I feel more in control of the class because I'm not thrown by unexpected answers.

Secondary teacher, Church Hill Middle School · After 6 coaching sessions

“

I feel like I can actually teach now, instead of trying to just manage behaviour.

Secondary teacher, Staffordshire · de Ferrers Academy

“

It's so easy. So quick. And exactly what we need as teachers.

Charlotte Bullock · Teacher, Sutton Park Primary School

This matters to trust leaders because teacher confidence correlates with retention. It also matters because a teacher who understands why their practice works is easier to develop further — and a teacher who feels seen and supported is less likely to leave.

Common questions

What trust leaders ask us.

More than you might expect. Lesson transcripts reveal wait time, questioning structure, teacher-to-pupil talk ratio, the cognitive demand of explanations, and how teachers respond to incorrect answers. These are the variables that coaching research identifies as most predictive of pupil progress. What you lose in removing video is observer effect, consent complexity, and camera anxiety. What you gain is honest teaching.

The Schoolwide Dashboard shows aggregated engagement data by department and school: session frequency, mastery arc progression, action step completion rates. You can see where coaching is embedding and where it isn't — without seeing any individual teacher's coaching content. This is the balance between accountability and autonomy that makes whole-school adoption possible.

Yes. Aristotal draws on Rosenshine's Principles of Instruction, the EEF's mechanisms of effective professional development, Lemov's Teach Like a Champion, Sherrington's WalkThrus, subject-specific curricula, exam board specifications, and SEND-inclusive strategies. It coaches a Year 1 phonics lesson and an A-level Further Maths lesson from the same knowledge base — calibrated to each context.

Aristotal complies with the UK Information Commissioner's Office guidelines and the UK DfE's guidance on AI. No video is ever captured. No individual session content is accessible to anyone other than the teacher. The Schoolwide Dashboard operates on aggregated, anonymised data only. We can provide a Data Processing Agreement and privacy documentation for your DPO.

It depends on your current model. For trusts with strong instructional coaches, Aristotal extends their reach — coaches can see aggregated patterns and focus their limited time on the conversations that most need a human. For trusts where coaching is inconsistent or underfunded, Aristotal provides a consistent foundation that requires no additional headcount.

Three steps for the teacher: record a lesson on their device, upload the audio, open the coaching conversation. The setup requires no IT procurement, no consent forms, no timetable changes, and no cover. Trust-wide rollout typically begins with a single department pilot of three teachers over 14 days, then scales on evidence.

The Real Cost of Coaching

How much does face to face coaching actually cost?

Time-driven activity-based costing. Enter your trust's parameters and see the true cost of running coaching at scale.

Step 1 of 3: Your school

Quick start templates

A sensible default for a medium-sized programme. Starts with about 40 teachers being coached, and you can adjust that below.

Number of teachers being coached

This template starts with 40 teachers being coached. Adjust it here if you need a different programme size.

Teacher salary cost

Get Started

See what teaching looks like across your trust.

A 30-minute demo will show you a real coaching conversation, the Schoolwide Dashboard, and how trust leaders use the data. No slide deck. Just the product.

Free 14-day pilot available · 3 teachers · No credit card · No IT setup required

The most knowledgeable coach in any school available to every teacher in your trust, every day.

Every teacher in your trust deserves a coach. Almost none of them have one.

Autonomy within Alignment.

What the data shows.

Wait time was the most common breakthrough — and the hardest habit to build.

Behaviour was being managed as a conduct issue in classrooms where it was actually a curriculum accessibility issue.

The same pedagogical breakthrough emerged in isolation across unconnected schools.

The most common sustainability indicator was unprompted strategy transfer.

SEND inclusion improved through coaching, not specialist intervention.

Three steps. No observers. No timetable changes.

Record the lesson.

Aristotal analyses the transcript.

The coaching conversation begins.

What teachers say about the experience of being coached.

What trust leaders ask us.

See what teaching looks like across your trust.

The most knowledgeable coach in any school available to every teacher in your trust, every day.available to every teacher in your trust, every day.

Every teacher in your trust deserves a coach.deserves a coach. Almost none of them have one.

AutonomyAutonomy within Alignment.

What the data shows.

Wait time was the most common breakthrough — and the hardest habit to build.

Behaviour was being managed as a conduct issue in classrooms where it was actually a curriculum accessibility issue.

The same pedagogical breakthrough emerged in isolation across unconnected schools.

The most common sustainability indicator was unprompted strategy transfer.

SEND inclusion improved through coaching, not specialist intervention.

Three steps. No observers.No observers. No timetable changes.

Record the lesson.

Aristotal analyses the transcript.

The coaching conversation begins.

What teachers say about the experience of being coached.the experience of being coached.

What trust leaders ask usask us.

See what teaching looks like across your trust.across your trust.

The most knowledgeable coach in any school available to every teacher in your trust, every day.

Every teacher in your trust deserves a coach. Almost none of them have one.

Autonomy within Alignment.

Three steps. No observers. No timetable changes.

What teachers say about the experience of being coached.

What trust leaders ask us.

See what teaching looks like across your trust.