The progress of the initiative was monitored by the educational psychologist against a control class as part of her ongoing research. However, I was interested in knowing how our participation in the project influenced the classroom dynamic and, more importantly, whether it created a learning environment conducive to active learning. I used the three pre-determined reflection points to monitor my progress and that of the class. Sonia observed a lesson and, engaged in a pre-arranged monitoring activity, we also had a coaching conversation. Because of the unique position held by an LDO, it is difficult to define the type of coaching I received. On reflection, Sonia and I created a coaching brand that was a blend of what she (Nieuwerburgh, XXX) calls specialist coaching and collaborative coaching. The coaching was collaborative in nature because as coach and coachee the benefits of the outcome were mutual, we were working together to gain new knowledge and become more competent in a particular aspect of education (Nieuwerburgh XXXX). However, the coaching was also specialist in nature because the work was structured and geared towards improving a specific aspect of my practice (Nieuwerburgh XXXX). The coaching sessions helped me identify strengths in the project's progress and areas of development that were preventing my vision from coming to fruition. The first session Sonia observed was a baseline session, she tracked children's responses and highlighted those who did not participate. We then had a coaching conversation during which Sonia asked me to rationalize why these 6 children in particular were putting in less effort than the others (see Appendix 4 notes). I created mini profiles of the 6 children and identified the key themes. This… middle of paper… who they perceived as less capable than themselves. 3 children said they would like to extend their answers into complete sentences but did not know which words to use. They also thought that cooperative groups should be changed more often to "allow everyone to try to work together." At the end of this reflection I set three further objectives to move forward. I decided to put sentence openings on the table to help children structure their responses and to rotate groups more often to make it easier to build relationships. These goals support how I will continue to facilitate cooperative learning in the classroom in the future. In terms of wider impact, I will co-lead a cooperative learning CPD session with the educational psychologist to the teaching staff at St Peter's with the aim of embedding some of the structures across the school.