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Empowering You to Empower Others

Richard & Catherine Burwell


North Yorkshire

To meet with us, and to see samples of the materials, please contact us on: info@thecoachingdynamic.com

FAQs - How does it meet current statutory requirements for SMSC or PSHE?

As section 2.1 of the National Curriculum framework states:

‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:

promotes the spiritual, moral, cultural, mental & physical development of pupils at the school & of society

prepares pupils at the school for the opportunities, responsibilities and experiences of later life’

Whole school (Section 5) Ofsted inspections consider the extent to which a school provides its pupils with a ‘broad and balanced curriculum that promotes their good behaviour and safety and their spiritual, moral, social and cultural (SMSC) development’.

Power Up! is a foundational programme for personal development, starting with the year 7 online summer programme. When carried through into the classroom, at the start of term, it has particularly helpful application in areas requiring: the development of personal expression, self awareness, behavioural change, empowerment, ownership for key principles and informed decision making, all of which lead to increased well being and self confidence.  The applied framework embedded within the resource makes it ideal for use across the curriculum including PSHE and aspects of English, Drama, History and Art.  It is also usable as a focus for form time and year group assemblies.

How does it match Ofsted requirements and PSHE guidance?


The approach of Power Up! is to equip children  with broad and balanced principles that they understand, and know how to apply.  This explains the arrival of  Power Up! into school from the world of professional personal development and team coaching.  Whilst topic based curricula exist within school to enable children to rehearse what they would do in specific types of situation, a principles based system can be applied in any setting - eg. when new, different or unexpected types of situation arise.  Power Up! is ideal for PSHE, form time, any part of the curriculum that is seeking to facilitate students'  spiritual, moral, social and cultural development (SMSC).  

The framework used in PowerUp! also allows for genuine empowerment to occur amongst participants, leading to positive changes in behaviour and increased personal safety for oneself and others.

The 2013 Ofsted PSHE report highlights the relationship between a school’s PSHE provision and overall effectiveness, noting:

[There is] “a close correlation between the grades that the schools in the survey were awarded for overall effectiveness in their last section 5 inspection, and their grade for PSHE education.”

Power Up! feeds into the 2014 PSHE Association guidelines, offering detailed lesson plans and resources which help to fulfil the following guidelines:

Key stage 3: PSHE ASSOCIATION Core Theme 1. Health and Wellbeing.

Pupils should have the opportunity to learn to:

1.  Recognise their personal strengths and how this affects their self-confidence and self-esteem.

2. To recognise that the way in which personal qualities, attitudes, skills and achievements are

evaluated by others affects confidence and self esteem.

3. To be able to accept helpful feedback or reject unhelpful criticism.

4. To understand that self esteem can change with personal circumstances, such as those

associated with family and friends, achievements and employment.

5.  5(part a) the characteristics of mental and emotional health, and strategies for managing it.

POWER UP! also addresses the following guidelines:

PSHE ASSOCIATION Core Theme 2: Relationships

1 The qualities and behaviours they should expect in a wide variety of positive relationships (including teams,   class, friendship etc)

2 To further develop and rehearse the skills of team working including objective setting, outcome planning, cooperation, negotiation, managing set back, and compromise.

3 To further develop the communication skills of active listening, negotiation, offering and receiving constructive feedback, an assertiveness.

4 To explore the range of positive qualities people bring to relationships

5 (part a) That relationships can cause strong feelings and emotions...

27 To recognise bullying and abuse in all its forms,..., and to have the skills and strategies to manage being targeted, or to witness others being targeted.

29 To recognise peer pressure and have strategies to manage it.

What if we aren't sure how to use it to its best effect yet?

Power Up can be tried out in year 7 as part of your arrangements to ensure a  smooth transition.

The decision to integrate the framework used in Power Up! across the school and into the remaining school year groups can be made at this point.  Resources to support years 8-11 will be available during 2015.

What about programmes for other year groups?

Year-group specific teaching guides for years 8-11, will be made available during the year to continue teaching empowerment themes.  (Year 7 only has a two part programme.)  

What kind of outcomes should I expect from the programme?

When used to empower pupils and within a whole school approach,

pupil outcomes may include:

The more the principles are emphasised throughout the school in all curriculum Areas, the quicker the school will experience greater cultural changes from the 5 key empowerment principles.

Can the whole school be trained?

If schools wish to implement the culture across the whole school, input from the Power Up! authors/directors to train senior and staff teams in the areas of the framework can be made available.

To meet with us, and to see samples of the materials, please contact us on: info@thecoachingdynamic.com

FAQs - What do pupils say who tried the first version of PowerUp! in the summer of 2014

More Testimonials

“I enjoyed the beginning and the end”

“It was fun doing the planning in final chapter”

“It was good to let your feelings out about school”

“It was good to think about how teachers feel”

  I liked setting goals and making changes.

Transport was fun!                         The Potential section – we felt proud of what we had done.

It is nice to know other children are in the same boat as you…It was good to understand how high school works and that

I shouldn’t be worried.

Two students put themselves forward for the student council as a result of doing the programme!

Here’s what they said


Teacher comments

on the programme

(part one)

Pastoral head of year 7 at Abbey Grange C of E Academy, Leeds, Lynda Walker said

the summer part of the programme had eased worries for some children, and was particularly helpful for those feeling nervous about starting high school

The last questions helped me prepare.  Having more understanding about high school meant I was less worried.  It was useful to let your feelings out, I didn’t have to bottle them up


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