In her first session, Maya spoke for around 40 seconds before looking down at her notes and sitting back down. She knew the answer to most questions but rarely volunteered to speak in front of the group.

We gave her a fixed speaking slot in every session, rehearsed first with a partner before the full room. Her script was replaced with a single cue card, and we practised pausing and looking up at one friendly face, then at the whole group.

By week eight she delivered a two-minute speech without notes at the end-of-programme showcase and took a question from a parent. She now volunteers to open group discussions.

Daniel had plenty of ideas but usually kept them to himself during discussions. When asked a direct question, he would give a short answer and let someone else take over.

We rotated him through every debate role, starting as note-taker and summariser so he could organise the room’s arguments before making his own. Before each round he had structured time to prepare his first point.

He spoke as first proposition at the inter-house final, and his summary speech was singled out by the adjudicator. He still prepares carefully — but now he finishes his point before anyone else takes over.

Leo enjoyed drama activities but stayed at the back during group performances. In his first session, he knew his lines but spoke quietly and avoided eye contact with the audience.

We cast him in an ensemble piece where every student has a speaking role, and moved him a little further forward in the staging at each rehearsal. Voice and projection warm-ups opened every session, and he performed for small groups of classmates before any parents arrived.

At the showcase he delivered a short solo speaking part facing the audience, at full volume. His class teacher reports that he now reads aloud in lessons without being asked twice.