With the new legal year soon getting underway, many sets will soon be welcoming their new cohort of pupils. For some, this means stepping into the role of pupil supervisor for the first time, and with that comes a significant responsibility.  

Beyond simply showing someone how the job is done, pupil supervision involves helping a new barrister develop their professional judgment, build their confidence, and gain vital practical experience that they need to carry into independent practice. 

While there is no single way to be an excellent supervisor, there are some key principles that can make the experience feel more structured and effective, both for your pupil and you as a supervisor. 

Here are five practical tips to help you lay the foundations during the first six.

1. Take the time to prepare before your pupil arrives 

A thoughtful start makes all the difference. Even before your pupil walks through the door of chambers, it is worth setting aside some time to think about how you are going to introduce them to your area of practice and to chambers more broadly. Preparing a brief plan for their first few weeks can ease the pressure you may be feeling. Consider which hearings they might attend, key resources they can review and what tasks you think they can help you complete. Even simply establishing what their initial ‘working hours’ are can establish a calm and professional tone from the outset. 

You don’t need create anything overly formal. A short welcome note, an outline of how you typically work, or a selection of reading materials relevant to your practice can go a long way. The aim is to reduce uncertainty and give your pupil the reassurance that there is a clear structure in place. 

2. Set clear expectations early on 

One of the most helpful things you can do as a supervisor is offer clarity. Pupils often come into chambers with strong academic credentials but limited insight into the day-to-day workings of life at the Bar. By being explicit about what you expect from them, and what they can expect from you, you can help create an open and professional working relationship. 

It’s useful to have a conversation about how work will be allocated and returned, how and when you’ll provide feedback, and how you would like your pupil to communicate with you. It’s also helpful to explain what your availability is likely to be, and how they should raise questions or concerns. Setting this groundwork early is key for avoiding misunderstandings. 

3. Make feedback regular, specific and constructive 

Feedback is central to the learning process and yet it is often the part of supervision that is left until the end of a piece of work, or sometimes forgotten about completely. Pupils rely on regular, meaningful feedback to understand not just whether they’re on the right track, but how to improve and grow. The more immediate the feedback, the more helpful it tends to be. Discussing a piece of work the same day it’s completed, or debriefing after a court attendance, keeps the learning fresh and practical. 

Effective feedback also needs to be specific. Rather than general comments such as “this was good” or “this could be tighter”, trying to explain what worked well and why, or how a particular moment could be more clearly argued. 

4. Involve your pupil in practice wherever possible 

While the first six are formally non-practising, pupils benefit enormously from being involved in real work in a meaningful way. Observation is important, of course, but so is active participation. Wherever possible, it is crucial that you invite your pupil to contribute to the work you’re doing. This might mean drafting pleadings or written submissions, preparing bundles, reviewing case papers, or helping to research legal issues, even if the output is not going to a client. 

Equally valuable are the informal learning opportunities, such as discussing case strategy, reviewing an opponent’s skeleton argument, or reflecting on how a hearing played out. These experiences not only build legal skills but also help your pupil in developing their own professional judgment. 

5. Support your pupil beyond technical development 

Being a good supervisor for your pupil also involves recognising that pupillage can be an intense, and sometimes isolating experience, especially in the early months. You have a key role to play in helping pupils navigate the work involved with the role and the wider demands of the profession. 

Checking in on how a pupil is managing their workload, encouraging them to attend events or take on relevant training, or simply making some time to introduce them to colleagues across chambers can make a real difference. Being available for informal conversations about careers or life at the Bar in general can boost their confidence and make them feel supported at this formative stage of their journey.