Presentation on theme: "1 Creating the Enterprising school Helping leadership and staff teams understand and implement enterprise capability Prepared by the Reed Foundation Academy."— Presentation transcript:
1 Creating the Enterprising school Helping leadership and staff teams understand and implement enterprise capability Prepared by the Reed Foundation Academy of Enterprise in partnership with Sharon Forghani Director of Business and Enterprise, The Maplesden Noakes School On behalf of the Specialist Schools and Academies Trust Schools Enterprise Education Network (SEEN)
2 These slides aim to... Provide a context for why the Government sees Enterprise education as important Provide discussion points for senior staff and wider staff groups Provide some ideas for creating a more enterprising school
3 These slides assume... You know something about enterprise education (but we give you a brief overview anyway) You have time to think and talk about this carefully first (which we know is tough in schools) You will work out what is best for you in what is still a developing area (so that should be good news!)
4 First, the official view... THE DfES 3 PART DEFINITION OF ENTERPRISE EDUCATION Enterprise capability is innovation, creativity, risk- management, risk taking and a can-do attitude and the drive to make ideas happen. It is supported by Financial capability which is the ability to manage ones own finances and to become questioning and informed consumers of financial services; and Business & economic understanding which is the ability to understand the business context and make informed choices between alternative uses of scarce resources.
5 So there is still room for debate... zThis is an unusual, some would say unique, initiative because of its openness and flexibility. zWe are not making schools follow some prescriptive guidance. We aim to create a new effective demand when schools want enterprise because they believe its the right thing to do. (Phil Hope, Minister) zMaybe thats because teaching financial capability or business is relatively easy in a subject based curriculum, BUT change, innovation, uncertainty and risk management do not fit naturally in most current school structures.
6 ENTERPRISE EDUCATION IN CONTEXT These slides link Enterprise education to the needs of the economy. This may provoke some serious thinking about how staff see the role of a school in a wider economic context.
7 WHY IS ENTERPRISE ON THE GOVERNMENT AGENDA? Enterprise links what we teach in schools to what the economy needs. Gordon Brown has said that if we want enterprise in our boardrooms we need to start in our classrooms. Employers often complain education isnt really providing the skills they need - the so called soft skills.
8 Why do Australians, for example, say they need enterprise education? It can assist in raising the skill level of the workforce, which is central to improving our competitiveness in a global economy. It can help develop in students a realistic knowledge and understanding of business and working life.
9 Or the Scottish view… The world is becoming a smaller place. Scottish businesses compete with others from all over the world.…. If were to prosper, we need to encourage and increase business start-ups and develop a strong, skilled workforce. Without a strong economy, our public services and our local communities become weaker. So its essential that we create a Scotland where everyone has the opportunity to make the most of their ability and talent...
10 DISCUSSION POINT 1 EDUCATION AND / OR BUSINESS? What are the schools responsibilities towards the wider economy? How far should we be preparing our students for the world beyond school? Isnt it enough to give them good literacy and numeracy skills, and good qualifications?
11 We may not know the exact skills our students will need in a rapidly changing world but the more creative, adaptable and organised they can be, the better.. The old Third World is now a new Fourth World where countries like China, India and Brazil are working very hard and developing very fast. We dont want our young people to become tomorrows Third World Citizens.
12 DISCUSSION POINT 2 ARE QUALIFICATIONS ENOUGH? School qualifications do not really qualify us for anything, not in the way we are qualified to drive a car, or qualified to fly a plane (Demos think tank) It used to be land that made you rich. Then it was capital and the factories that were built which created wealth. But now it's the knowledge and creative skills of people that make the difference. (Professor Alec Reed) In the 21st century, our natural resource is our people - and their potential is untapped and vast. Skills will unlock that potential. ( Leitch Review of Skills 2006)Leitch Review of Skills 2006
13 BUT WAIT … ENTERPRISE EDUCATION IS NOT SIMPLY ABOUT BUSINESS SKILLS…. Enterprise capability is innovation, creativity, risk-management, risk taking and a can-do attitude and the drive to make ideas happen
14 Enterprise education is about enterprising people not just entrepreneurs – after all, not everybody can be an entrepreneur- some people say it cant be taught, and anyway, who would employ one? They would steal your paperclips, and then your ideas, But……………… EVERYONE CAN LEARN TO BE MORE ENTERPRISING…
15 Being enterprising is … using initiative resourcefulness determination turning innovative ideas into something of value, even when things are difficult, uncertain or risky developing your ideas to help other people learning useful and transferable skills
16 So, Enterprise education is really about... Providing students with learning opportunities to: Be innovative and creative Take risks and manage change Take ownership and leadership Develop a can do attitude Develop the drive to make things happen Be a problem solver, team player and good communicator Experience the world beyond school
17 Enterprise learning internationally Relevant curriculum (Australia) Teachers and students are flexible (Australia) Students see learning at school as learning for life and beginning of lifelong learning (Australia) A process where pupils learn by taking responsibility for the decisions and meet the needs of a real audience / customers (Scotland) The vision for success is agreed and the relevance and purpose of the task understood (Scotland)
18 Australian, English and Scottish thinking about enterprising skills and attributes Generating and using creative ideas and processes Identifying, creating assessing and taking advantage of opportunities Using initiative Identifying, assessing and managing risk Gathering and managing resources Matching personal strengths and weaknesses to undertakings Being flexible and dealing with change Monitoring and evaluating personal and others performance Interpersonal communication and influencing skills Create and implement new ideas and ways of doing things Make reasonable rewards/risk assessments and act upon them in ones personal and working life Handle uncertainty Respond positively to change Have a can do attitude Make ideas happen Confident / able to use initiative Self aware / aware of others Team players / risk takers Decision makers / flexible Responsible / resilient Driven to achieve / co-operative Independent / creative Able to cope with change
19 OFSTED ON ENTERPRISING TEACHING & LEARNING Ofsted identifies the importance of a learning environment where students have the autonomy to tackle problems involving risk and uncertainty about final outcomes & to gain a reward for their successful resolution. The enterprise process generally has four stages: 1. Tackling a problem or need 2. Planning the project or activity or enterprise 3. Implementing the plan 4. Evaluating the processes
20 DISCUSSION POINT 3 DEFINING ENTERPRISE CAPABILITIES Do we encourage these skills already? How far do they already form part of other agendas e.g. citizenship? Are they already part of school policy on good teaching and learning? What makes them about enterprise?
21 Enterprise education is a process whereby pupils learn by meeting the needs of a real audience / customers, and by taking responsibility for their decisions ( the enterprising school, University of Strathclyde) THE FIVE Rs.. REAL - nor simply a realistic simulation RELEVANT -it answers a real need that pupils understand RISK - the outcome is not always clear RESPONSIBILITY - whatever happens, you take responsibility REFLECTIVE -you learn from the experience, especially the mistakes!
22 DISCUSSION POINT 4 HOW MUCH DO WE NEED TO CHANGE ? A recent newspaper article asked are teachers, who spend their lives keeping classrooms in order and worrying about league table rankings the right people to encourage risk-taking and independent thinking? BUT, a Head responded, How many professions require such high levels of creativity and skill in risk taking, problem solving and communication? Every day, we motivate and inspire pupils. If we dont embody enterprise then Im not sure who does! BUT are schools, governed by rules, timetables, bells and doing what youre told, really the places where we can teach risk taking and learning to cope with change?
23 MAKING IT HAPPEN The following slides provide a 10 step guide to get you started.
24 BEFORE WE START, REMEMBER... Enterprise education is not about: - transmitting a body of knowledge - holding a one-off event - just teaching entrepreneurship It is about: - shifting attitudes - developing a mind-set - characteristics and attributes - real projects to develop these
25 1. Share, Discuss and Develop Your Definition as widely as possible. Try to see this as an opportunity for discussion and debate. Talk with staff, students, governors and parents. Use a SWOT analysis rather than an audit. Look at the wider picture, not just how you fit what you already do into enterprise.
26 2. Once its agreed, spread the word. Articulating enterprise in the vision of the school – in the mission statement, prospectus, policies etc. - will show your school is about providing students with skills for the world beyond the school gates. This is a powerful message for parents and families. They know the world is changing - but that schools often are not! Make sure local employers also know - this will help them with, for example, identifying skills for work experience.
27 Ofsted expects enterprising schools to…… Have a clear vision about enterprise learnings potential for raising standards and preparing young people for adult life. Develop enterprise learning as part of a coherent programme of vocational and work related learning. Have an ethos which encourages both staff and pupils to take responsibility for decisions.
28 3. Build an alternative working party zA working party can often be the kiss of death! zWhy not try a new term that gets across the message that enterprise is a new way of doing and thinking, and applies to everybody? zWhy not create an action tank that includes students, parents, teaching, support staff, and local employers? zBuild programmes to take forward ideas to develop enterprising activities. zBuild your allies. Dont expect everybody to want to rush to embrace your ideas - think big, but start small.
29 Ofsted expects enterprising schools to…… Have a clear vision about enterprise learnings potential for raising standards and preparing young people for adult life. Develop enterprise learning as part of a coherent programme of vocational and work related learning. Have an ethos which encourages both staff and pupils to take responsibility for decisions.
30 4. Use available resources The Government has: Given your school through the Standards Fund between £15-17,000 for 3 years (2005 – 2008) to embed enterprise learning. Established the Schools Enterprise Education Network (SEEN), and over 300 specialist enterprise hub and spoke schools to offer you localised support and guidance.
31 5. Keep the CPD (and the debate) going... Change is tough and it takes time. Even if staff are committed to the ideas, they need opportunities to revisit and refresh their thinking. Take 5 minutes of staff meetings to look at some creative thinking texts - e.g. whatever you think, think the opposite (Paul Arden) or Creative Block ( Lou Harry) Use texts like these,and Change the World for a Fiver (www. wearewhatwedo.org) for form time and PSEwww. wearewhatwedo.org Make the school intranet home pagewww.idea-a-day.com Create a whole school enterprising INSET programme.
32 Ofsted expects enterprising schools to…… Have a clear vision about enterprise learnings potential for raising standards and preparing young people for adult life. Develop enterprise learning as part of a coherent programme of vocational and work related learning. Have an ethos which encourages both staff and pupils to take responsibility for decisions.
33 6. Dont Forget the Business Side zA lot of the easier enterprise is about helping students set up and run business ideas. zThen there are all the opportunities to make it real -e.g. school shows, school magazines etc. zYour Business Studies Department will certainly help with this.
34 7. Get involved in social enterprises zSocial enterprise is great for schools ( for more info on social enterprise see where you will find that they contribute £18 billion annually to the UK economy.)www.socialenterprise.org.uk zThis is a good way of involving areas like PSE, Citizenship, RE and Geography. zIt also is a great way of community involvement and answering real needs.
35 8.Find Local Enterprising Heroes zStories of local enterprising people will include local entrepreneurs, social entrepreneurs and just people who made their ideas happen. zLocal papers will be happy to help. zThese may be more powerful role models than the Alan Sugars and Richard Bransons. Look close to home - who are the most enterprising people in your school?
36 9. Evaluate progress and celebrate success Regularly get students to complete a review to assess where they think they have attained enterprise skills and attributes, developed financial capability and business and economic awareness. This may be through lessons, specialist Focus days, work experience or extra curricular activities. Offer most enterprising awards to teachers, learning support and office staff, students and parents.
Be enterprising - steal ideas! zEnterprise education is buzzing; there are lots of examples and case studies. zNo point in reinventing wheels - whats happening in other schools can make it clearer for your staff. zBut remember – lots of people could be doing lots of different things, and they could all be right. Enterprise education may stem from global trends - but it needs to make local sense.
38 The Academy of Enterprise is a not-for-profit initiative promoting the teaching of enterprise throughout the UK. The founder of the Academy of Enterprise is successful entrepreneur, Professor Alec Reed CBE. (Reed Executive Recruitment Group) We offer ideas, training and support in developing enterprise across the curriculum. For more details contact either Alastair Falk at or Bronagh Hasson at or telephone We are very grateful to Sharon Forghani of The Maplesden Noakes school for her help and advice in preparing this resource.