Blackpool Enterprise Education Policy

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This policy statement is designed to ensure a consistency of approach across schools in Blackpool and should be used as guidance in formulating school policy relating to Enterprise Education.

1. Rationale

1.1 This policy is concerned with bringing about a culture change in schools, so that all young people gain an effective experience of enterprise education. Enterprise education motivates pupils at all stages: as they see purpose and relevance in their school work to their future lives, young people are motivated and attain better. The enhanced currency of education through enterprise is as significant for those young people likely to be disaffected as for those performing well in school. In the context of Blackpool, where the future of the community itself will rely on the enterprising and entrepreneurial attributes of its people, enterprise education is as much an economic imperative as an educational one.

1.2 It is recognised that ‘Enterprise Education’ is a term for an approach to learning and teaching that has evolved over recent years. The concept of enterprise in education continues to evolve, but for the purpose of this policy, enterprise education:

  • is that which assists young people to become more enterprising in their approach to life, and in particular work,
  • provides a focus on the development of entrepreneurship, and supports the learning of
  • encompass core skills, employability skills, career education, work based/related learning and aspects of personal and social development.

2. Every Child Matters

2.1 Enterprise education and the HERO project contributes directly to the achievement of the “Achieving Economic Well Being” strand of Every Child Matters, and the HERO project is reflective of this strategy. HERO is designed to contribute to Priority 9 of the Children and Young People’s Strategic Plan for Blackpool.

3. Aims

The principal aims of HERO are to provide learners with the opportunity:

  • to develop enterprising attitudes and skills through learning and teaching across the whole curriculum;
  • to experience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self-employment;
  • to participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature, and in which success is the result of 'hands-on' participation; and
  • to support appropriately focused career education.

4. HERO in Schools

4.1 For the purpose of this policy, an interpretation of ‘Course’ and ‘Programme’ is used, where a Course can be defined as one specific contribution to an enterprise education Programme, e.g. Young Enterprise Short Courses, NfTE or individual contributions or courses delivered in a planned, progressive and coherent way.” e.g., core skills and employability skills development and key aspects of PD and work experience.

4.2 Each school will have its written policy on Enterprise in Education which is consistent with the HERO policy supported by The Department of Children and Young People.

4.3 The programme should incorporate the implementation of enterprise in education courses and other opportunities for enterprise within the curriculum across the Blackpool 14-19 sector including colleges, secondary and special needs. This identifies enterprise in education as a key curricular experience identified for all pupils and deliverable through:

  • participation in enterprise activity at all stages
  • participation in entrepreneurial education
  • relevant content in different areas and subjects of the curriculum

4.4 The importance attached to enterprise education in this policy should be reflected in the relative weight given to it both in curricular planning and in the day to day organisation of the school week and year.

4.5 As an integral part of the curriculum, enterprise education will assist young people to see the purpose and relevance in their learning. Opportunities should be taken to relate as much as possible of the curriculum to the world of work and real life applications highlighted. Full coverage of the Core Skills of Communication, Numeracy, Problem Solving, Information Technology and Working with Others will also contribute to HERO outcomes.

4.6 In addition to the integration of the programme into the main curriculum there are elements which can be included in schools’ development planning, for example:

  • Enterprise activities/projects
  • Work based learning (within subjects)
  • Core skills
  • Personal and social development
  • Enterprise education CPD for teachers
  • Visits to/from business
  • Further local business engagement
  • Business simulation
  • Work experience
  • Links with FE/HE
  • Special Events
  • Careers Education
  • Enterprise competitions

5. Management

5.1 HERO as part of BlackpoolUnlimited.com by the Department for Communities and Local Government and is monitored by the Blackpool Enterprise Board administered through the Economic Development Department. Local Area Agreement Project Monitoring conditions apply. The principles of the HERO project are supported by the Department of Children and Young People, Blackpool Council.

5.2 At school level, the commitment of the Head teacher and Senior Leadership Team is central to the development and organisation of an effective programme. The Head teacher/SLT should liaise directly with the Enterprise Development Manager of the HERO project.

5.3 In partner schools and colleges, operational responsibility should be given to an appropriately designated enterprise facilitator, whose post is funded by the project. On a daily operational basis the enterprise facilitator will liaise with the HERO Schools’ Enterprise Officer or the FE Enterprise Curriculum Development Manager.

6. Partnership

6.1 The successful inclusion of enterprise education outcomes for all pupils depends on the collaboration between education and the business, public and voluntary sectors and parents.

6.2 HERO in participation with the Department for Children and Young People will engage with individual businesses and business representative organisations, maintaining a database of supportive contacts for schools – this will be an on-going developmental process throughout the life of the project.

6.3 Individual schools can benefit from direct collaboration with local public, private and voluntary organisations.

7. School Development Plans

7.1 The planned development of enterprise education through HERO in each school is essential. As part of the planning process, schools may consider current enterprise education activity in relation to pupil entitlements in order to develop an overall strategy as part of the development plan. The HERO team will be able to assist and advise schools in this area.

8. Monitoring and Evaluation

8.1 As part of the arrangements for quality assurance, the HERO team will discuss with Headteachers and Enterprise Facilitators the implementation of the annual HERO plan and monitor its progress. As part of these arrangements it is important to determine the impact the HERO enterprise education programme has had on pupils.

8.2 The HERO team will lead the schools and colleges with outlines and approaches to asking key questions, collecting evidence and reaching an overall evaluation of enterprise education provision within schools. This will involve establishing a set of baseline data for each school as to their current position regarding enterprise education.

9. Local and National Guidance and Resources

Note that a number of key national guidance documents and resources for enterprise education have been published; HERO will provide partners with regular updates regarding National Enterprise Policy. Examples of some key guidance documents are given below, and during the course of the project resources and guidance for partners will be posted on the HERO website.

DfES - Enterprising Heads, Enterprising Schools (2006)

Ofsted – Developing Enterprising Young People (Nov 2005)

Ofsted – Learning to be Enterprising (Aug 2004)

Scottish Executive – Benchmarking Young People’s Perceptions of Enterprise

QCA Monitoring Curriculum & Assessment Project 2005-06: Enterprise (May 2006)

Determined to Succeed: A Review of Enterprise in Education, Scottish Executive
2002

Determined to Succeed: A Review of Enterprise in Education - Evidence Report
Scottish Executive, 2002

Determined to Succeed: Enterprise in Education - Scottish Executive Response
Scottish Executive, 2003

Excellence in Enterprise: adding a new dimension to enterprise in Scottish schools, Quality Scotland Foundation, Schools Enterprise Scotland Ltd and the Scottish Executive, 2003

10. Review Date

This Policy will be reviewed in April 2008