‘Stepping Up’- A Confidence Course designed for 7-11 year old children

This course is designed to be delivered to children aged 7-11 years old in a group setting (between 10 and 14 children). The course allows children to explore and meet their own emotional well-being and this is at the core of this course, in short empowering young children.  By focusing on this it was also discovered that it has a direct positive knock-on effect that not only benefits the learner but also the wider family members (including parents and siblings within the household). Additionally it is the experience of our clients that the individual school which the children attend will also benefit by improved attainment.

This programme first and foremost is a preventive strategy for young children in beginning to take care of their own emotional needs along with nurturing themselves and becoming more independent in the longer term. It has been designed for use with limited resources/ materials, each session is based around fun activities and exercises giving children the opphopscotchortunity to reflect and question their own decision making processes/actions and to learn from these, to build up personal social networks within education and their local community-thus reducing social isolation and lastly but I personally feel the most important thing when attending this course is to have FUN.

This programme benefits young children who may have low self-esteem issues; it is of particular interest to professionals such as teachers, school nurses, youth offending professionals and community leaders who work with young people where a confidence issue has been identified.

A recent OFSTED survey highlighted that Primary and Secondary schools needed to work on  helping children from more disadvantaged backgrounds make a smooth transition from primary school to the next phase of their education- The ‘Stepping Up’ course can also form part of a more holistic approach to the delivery of your Summer Schools Programme.

So What Can I Expect From The Course?

To enhance the emotional resilience of children and young people and increase self-esteem and confidence; 


  • Enhances self-esteem and confidence levels-by identifying strengths in the individual child.
  • Improves relationship skills with teaching staff, peers and family members.
  • Build’s a child’s up assertiveness and motivational skills.
  • Providing evidence of learning to the school and Ofsted.


  • Reduces social isolation
  • Develops a child’s understanding of their own self-worth
  • Developing and improving on social relationships with peers
  • Improving a child’s ability to improve their own emotional health
  • Improving how to deal with different negative emotions
  • Improving assertiveness and motivation skills
  • To improve communication skills
  • To provide an opportunity to think and reflect on a child’s own experiences and to then explore how they may impact on emotional well-being.
  • To provide the opportunity to explore various simplistic strategies on how to manage stress, anger and bullying etc

Delivery Style Experiential Learning- With a range of fun and interactive activities which include an auction, a quiz and the ‘junk Game’ amongst others.

The child learning includes problem solving, team building and communication whilst working as an individual, in pairs/small groups and also in teams,

The evaluation of any training course is not just whether new skills have been learnt or whether performance has benefited the learner. The measurement of what has improved and how are the most important.

Julie has added both Ptll’s and Ctll’s teaching qualifications to her academic portfolio and works to the Recognising and recording progress and achievement (RARPA) standards of delivery.

Our company has devised pre and post evaluation tools that can show positive changes in the individual. By the end of the course the children will each have made their own portfolio in a booklet format which together with the trainers notes on the child’s progress acts as evidence of their learning and development throughout the course.

Step By Step offer a Service Level Agreement to the employing body for this course. OFSTED found that many schools are now using their Pupil Premium to raise attainment but others are still struggling to show how the money is making a meaningful impact in terms of ‘closing the gap’ between pupils from low income and more affluent families This course provides the accountability and is effective solid way of raising pupils attainment, whilst also forming part of a wider strategic approach that Step By Step can offer.

Recently delivered (2014) into-

Catchgate Primary School, Co. Durham

Winlaton West Lane Primary School

Moorside Primary School

Leadgate Infants School, Co. Durham- Where the course was delivered to Year 3 Children as part of a ‘transition Strategy’ before children entered Junior Education.

Delves Lane Primary School, Consett

Case Study For The ‘Stepping-Up’ Course

Venue: Catchgate Primary School, Co Durham

Having first piloted this course at the fabulous Catchgate Primary School, Joanne Shaw, Head Teacher recognizes the importance of investing in a child’s self-esteem and confidence. Here are some of the findings from the courses showing the positive outcomes-

Child J-

Context: Part of the ‘Stepping–Up’ course involves the child undertaking some homework as part of their portfolio building.

Child J comes from a large family where routines at home are not structured. For the first 4 weeks of the course the child never completed any homework and gave various excuses. There was a turning point whereby child J decided to complete all previous work and was so proud to present this on week 5 to Julie. It was clear through observation that the child wanted to impress peers and the head teacher by ‘showing off’ their work and felt they wanted to receive positive attention and praise. Child J received ‘Star of the day’ award on week 5 and was visibly proud of their achievements.

Child D-

Context: Part of the course looks at Managing Angry feelings and how they can be diffused.

One child of the group said ”talk it out with your best friend” in response to how to help manage this negative feeling. Child D said they didn’t have any friends to talk to with their problems. Child F stated they also didn’t have anyone to talk to either and they offered to befriend Child D. This reduction of isolation is a positive outcome for both children and one that has been encouraged in partnership activities since.

Child Y-

Context: Part of the course explores feelings and managing negative feelings in particular

The group explored the physical and emotional changes to the body when we feel angry. The tutor introduces as part of the task a simple relaxation technique that the children can use when feeling this negative emotion. All the children participated and were receptive and gave feedback on how much they enjoyed this area. Additionally Child Y felt brave enough to disclose to the whole group without being prompted that they had anger management issues and would try to remember to use the techniques learned.

Child N-

Context: One of the tasks surrounding communication is for a child to lead on describing a simple drawing giving only basic instruction to the rest of the group. This was undertaken by Child N who was incredibly shy and completed this task by delivering in front of their peers.

During week 5 (only 10 hours into the course) Child N felt comfortable enough when chosen to lead up on the above activity. This was a big step for a child who was barely audible and gave little information back when asked her opinion or feedback on anything in week 1. A real positive outcome, and one that impacted on other areas of learning.

Note: Names have been changed for the purposes of this case study to adhere to confidentiality and safeguarding guidelines.

From the Schools Perspective-

Context: This course was delivered at the beginning of the academic year. Some of the children who participated on the course were new admissions to the school and come from transient families. Therefore little was known of their home life and their personalities.

From day One information was gathered on each child and this fed back verbally and in writing to the head teacher. This was found to be useful on the basis that it speeded up their knowledge on the child and highlighted any issues. Additionally parents got to view a portfolio from their child at parent/teacher evenings together with a summary from Step by Step of how a parent/carer can help support and improve their child’s learning in partnership with the school.

 For more information download our brochure here