The natural leader in primary school
The natural leader primary school programme uses nature as the analogy for personal leadership growth. Designed to the national curriculum, this is a suite of teacher notes, lesson plans, presentations and interactive exercises for years 1-6. It delivers three, short lessons each term that are dynamic, interactive and engaging. Reflecting the school year and nature’s seasons, it begins in the Autumn term, to build strength and resilience through Winter, moves to blossoming in Spring and flourishing in Summer.

We appreciate time and resources are precious for every school. We also believe in the value of this programme to deliver lasting change in each pupil and the long term impact it has in supporting the lives and success of each learner.
For many teachers, they find the delivery of the natural leader reconnects them to the reason they chose to teach. It allows them to develop the individual and allows the individual to realise their own strengths and potential. The feedback from teachers often makes our hair stand on end.
So we work with the possibilities of your teaching and staff development timetable.
Each of the six modules contains three lessons.
Term one
Own my space (seed)
Know myself
The children own their space and learn that they are unique. They appreciate that everyone is different and get to know who they are at their best.
Take my place (planting)
Like myself
The learners become confident in showing who they are, no matter who they are with. They know their preferences, habits and strengths. They show how to be at their best, look for the best in others and begin to choose to show their full self.
Term two
Tell my story (budding)
Show who I am
This is all about developing exceptional communication skills. From connecting, to active listening skills, powerful responses and story-telling. Communication skills form the basis of human connection and leadership.
Grow my story (seedling)
Grow who I am
Learning that they are always at choice, grow my story encourages the concepts of choice, empowerment and impact on others. Bringing in relationships, boundaries and growth.
Term three
Create new stories (blossom)
Create and cooperate
Become a brilliant leader when working with others. Speak up, listen hard, invite and respect the views and ideas of others. These are the skills of collaboration, not competitiveness. A mindset of abundance that can bring stronger ideas.
Create others' stories (flourish)
Celebrate self and others
Acknowledge and celebrate others with ease and freedom. We practise positivity, gratitude and achievements. We learn to invite difference, let go of judgement, celebrate failure and become relentlessly curious so that we can continue to learn.
Delivery:
Designed with your school
Format:
Combines face-to-face teacher training, virtual support and a full programme of resources.
Value
£3,000 per school.
Certification
Certification on completion and assessment.
Teacher feedback
What would you say to others who are new to the natural leader schools programme?
- "Absolutely invest time in this, it is a brilliant way to reflect on ourselves and celebrate what all makes us different."
- “I recommend the natural leader programme simply for the impact it can have on children.”
- “Go for it!”
- “This equally celebrates and encourages self-awareness in order that the children can grow.”
How has this programme enabled you to support the children better?
- "This has given me an even greater understanding of the diversity of children and given me confidence and understanding in helping them to better understand themselves."
- "It’s given me a greater awareness and practical skills of how to develop more introverted children and how to help them."
- "Given me activities and resources and enabled me to be more open about leadership."
- "This has given me activities to adapt, tools and the language to teach leadership skills and the knowledge to support the children."
- "I can better support the children in their emotional intelligence and help them to become natural leaders in different contexts."
What will you teach differently as a result?
- "Spend more time enabling the children to find their voice."
- "I’ll be more able to see quieter children as potential leaders."
- "Will be adapting these resource and ideas within my classroom, my subject and my circle time."
- "Pay more attention to the smaller things."
- "Better support the quieter children or those who are not confident."
- "To link leadership back to the curriculum and to my teaching."
What are the outcomes for the children?
- "The children I teach know they can be a leader in some form. This equips them with the skills, intelligence and awareness of self and others to create stronger bonds with others and have greater opportunities later in life."
- "A greater confidence and an ability to own their space."
- "Be who they are – be more resilient."
- "Increasing their confidence and allowing them to see themselves as leaders."
- "Children identify their strengths, recognise they don’t have to be perfect and recognise what THEY bring."
- "Being proud of themselves and recognising their strengths!"
- "How to express themselves and to do that in a school setting."
- "Improving their emotional literacy."
- "The confidence to be who they are and to leave our school as a leader."
- "That every child can see their strengths and that gives them positivity."
- "It will support members of the school community in showing tolerance for others."
- "Greater confidence, stronger relationships and a better sense of self."
- "Learn to understand how people are different and to look for the strengths and accept the weaknesses."
- "They will be better citizens and kinder friends."
- "It helps everyone to see the full potential in others."