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. It begins in the final year 6 Summer term at Primary School. A second standalone continuing programme (PowerUp Secondary) is available for High Schools for new year 7 arrivals. These two standalone programmes, which can be linked from the Primary school to the High School help: 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 resources 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?

In Ofsted's recent report it states

“Transition of pupils – too often, the move from primary to secondary is not handled well enough and gains made in primary schools are not capitalised on in Key Stage 3.”  Ofsted Report.

“Behaviour and culture – too often in secondary schools, these are not good enough to support effective learning. Pupil misconduct can be a significant challenge. Low-level disruption is a pressing problem and there is wide variability in the way behaviour is dealt with by some secondary schools.”

Power Up! Programmes are designed to support a smoother transition for pupils to high school, imparting key messages about self confidence, self esteem and good decision making from Key Stage 2 (Year 6) to Key Stage 3 (Year 7). Where both Primary and High Schools collaborate in Power Up! (Power Up! Primary and Power Up! Secondary), the empowerment principles taught are embedded and may produce results amongst students, like:

 improved leadership skills

 improved accountability for pupil behaviour in school

 improved ownership of their place in school

 improved relationships with others

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, helping 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 (inc 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 & abuse in all its forms,..., 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 years 6 and 7 as part of Schools’ 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. Additional resources to support empowerment in school transition are available with this programme.


School  Name

Your Name

Role in School