Writing is a complex and effortful activity and recent surveys indicate that fewer children are enjoying writing or engaging in writing outside of school. Yet compositional writing is a part of the primary curriculum and is an essential part of education. This small‐scale international study aimed to garner the views of primary school teachers and children on using iPads in teaching compositional writing and how this writing differed from using paper and pencils. Three teachers and classes of primary school children in Northern Ireland and in the Republic of Ireland participated in the study. Individual interviews with the teachers, focus groups with the children and child‐led virtual tours of the iPad were all used to gather perspectives. All participants reported on the benefits of using iPads to teach compositional writing. These included fun and enjoyment, greater choice and creativity, the value of multimodal communication and assistance with spelling. However, all participants also advocated a balanced approach to the teaching of compositional writing.

Purpose -The article looks at how coaching has become more accessible and functional with direct benefits for the individual and the organization.Design/methodology/approach -The coaching program in each example sited was developed and delivered over a period of several months. In most instances, coaching was included as assessment of needs, group based training (a workshop) followed by tailored coaching. Key outcomes and goals were agreed between the coach and the individual.Findings -Results were measured by holding a review to assess the issues, barriers, objectives, learning and successes.Originality/value -The following key learning points are outlined: recipient and coach clarify and agree objectives; engage and gain commitment to the coaching plan; assess activity to track learning and measure results; integrate the learning into the workplace; and encourage recognition of successes and celebrate them.

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