UNLOCK YOUR SCHOOL'S POTENTIAL

 

PROVIDING TRAINING AND SUPPORT FOR SCHOOLS AND ACADEMIES ACROSS THE UK AND INTERNATIONALLY.

Drawing on over 30 years experience in schools, Coffee Bean Education has built up a wealth of knowledge and understanding about running schools as well as important trends and issues in education more generally. We have particular expertise to share in the following areas:

  • School Improvement
  • Curriculum Planning
  • Staff Development
  • Appraisals
  • Strategic Planning
  • Performing Arts
  • Managing School Finances and Cost Saving
  • Leveraging Classroom Technology
  • Troubleshooting
  • Conference Presentations

Coffee Bean Education has developed a wide range of INSET modules for teachers using research from educational pioneers, innovators, writers and thinkers, such as Professor Carol Dweck, Professor Guy Claxton, Sir Ken Robinson, Daniel H. Pink, Professor Daniel Kahneman, Professor John Hattie and many others. Our aim is to help schools and school leaders explore their own situations in ways designed to improve their capacity for problem-solving and school improvement. 

We aim to work with teachers and schools (maintained, independent, academies and free schools) who are interested in exploring the mind-set, culture and day-to-day practices that will make them stand out from the crowd as educational leaders and innovators: schools who want to explore ways of helping their pupils to become confident, self-motivated explorers of the future and to develop a lifelong love of learning. 

Whatever stage you are at as a school, Coffee Bean Education is here to help you and to work with you to achieve your goals and become the best possible school you can be for your pupils.

Why Coffee Bean?  

Our ethos as a company was inspired by The Coffee Bean Story: a parable for our times about facing adversity. 

Click here to read The Coffee Bean Story

 
  • Lawyers. Doctors. Accountants. Engineers. That’s what our parents encouraged us to become. They were wrong. Gone is the age of “left-brain” dominance. The future belongs to a different kind of person with a different kind of mind: designers, inventors, teachers, storytellers – creative and empathetic “right-brain” thinkers, whose abilities mark the fault line between who gets ahead and who doesn’t.
    — From A Whole New Mind, 2008, by Daniel H. Pink
  • My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.
    — Sir Ken Robinson from his TED talk in 2007
  • If a seven-year-old child were to ask you to describe the kinds of jobs that will be available on leaving school, how might you answer? It’s an interesting question.
    — Andrew Hammond, The Independent Curriculum, 2011
  • The purpose of education is to prepare young people for the future. Schools should be helping young people to develop the capacities they will need to thrive. What they need, and want, is the confidence to talk to strangers, to try things out, to handle tricky situations, to stand up for themselves, to ask for help, to think new thoughts.
    — From What’s the Point of School?, 2008, by Guy Claxton
  • Education is the platform for our success or failure, but is our system still fit for purpose? Will our children be equipped to face the challenges the future holds: the rapidly changing employment patterns and the global environmental, economic and social crises ahead of us? Or will our children grow up to resent their school years and blame them for their unfulfilled potential and achievement?
    — From Creating Tomorrow’s Schools Today, 2010, by Richard Gerver
  • The greatest effects on student learning occur when the teachers become learners of their own teaching and when students become their own teachers.
    — From Visible Learning, 2009, by John Hattie
  • If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.
    — Carol Dweck
  • If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
    — John Dewey
  • As soon as children find something that interests them they lose their instability and learn to concentrate.
    — Maria Montessori
  • The main hope of a nation lies in the proper education of its youth.
    — Erasmus
  • True intuitive expertise is learned from prolonged experience with good feedback on mistakes.
    — Daniel Kahneman
  • “Talent. You’ve either got it or you haven’t.” Not true, actually.
    — From, The Talent Code, 2009, by Daniel Coyle
  • Our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility—these three forces are the very nerve of education.
    — Rudolf Steiner
  • It is the mark of an educated mind to be able to entertain a thought without accepting it.
    — Aristotle
  • To relate to children we must learn to understand their individual phenomenal worlds and their individual constructs. Only then can we help them become confident, open and hopeful adults.
    — From, Personality and Education, 1977, by David Fontana
  • We have been focusing on the wrong skills and abilities in our children, and we have been using the wrong strategies to help nurture and teach those skills.
    — From, How Children Succeed, 2012, by Paul Tough