The Scottish Government

OVERVIEW

Type of local authority: Intermediate
Type of school (primary/secondary): Primary
Interviewees: Headteacher, P4-P7 teacher, pupils (4)

Types of commercial activity
Product sales:

• Christmas catalogue
• National Lottery Bonus ball scheme
• Sale of school sweatshirt
• Book fairs

Direct advertising:

• None

Indirect advertising:

• Supermarket voucher schemes
• Laptop & printer (donated by multi-national oil company)
• White board (above oil company donated matched funding)
• Local supermarket providing refreshments for school events
• Local companies donate prizes and raffles for school fund raising
• Local garden centre providing bulbs/pots etc at discount for enterprise activity, providing plants for tombola & advice on planting etc
• Local hotel providing refreshments after school activities & candelabras for Burns supper

Market research:

• None

Decision making/consultation
The headteacher would run things past the staff first of all and would also consult with the local authority
Difficulties/successes in developing commercial activities
Successes: the link with the oil company was seen as the main success. The laptop and computer were donated as part of the company's "pipeline scheme" which is a sum of money given to the local community if there are no infringements of the pipeline. The school was nominated for the funding, which was specifically for ICT, by members of the local community. The school chose to buy a laptop because they felt it would be useful for special educational needs. The school also purchased a smartboard as part of the company's "match it" scheme. The school raised £800 and the company matched the funding.
Difficulties: people from outside education not understanding how schools work was highlighted as an issue (although it was acknowledged that the oil company was very good). Time to liaise was also highlighted.
Monitoring of success:
No formal monitoring of success took place apart from ensuring that the ethos of the activity was suitable. The school keeps a record of who they have worked with, whether it worked well and whether they would use the company again, as well as if the company would want to be used again.
Implementation of commercial activity
Plans to extend/reduce commercial activity
The school is hoping to further develop links with local garden centres to provide advice for planting in the school grounds and in return the school would 'promote' their product. It is also wanting to develop links with a local hotel that offered £500 to pay for a fire initiative. The school did not accept the funding as it could access this free from the fire service but there were felt to be opportunities for further development there. Via a Determined to Succeed initiative, possible opportunities had been identified for developing links with a local newspaper in order to support the continuing development of the school newspaper. The school is hoping to develop its fair trade links, perhaps with the assistance of a local supermarket, as well as a healthy eating tuck shop.
Impact
Benefits for school:

• Improved equipment and facilities: the whole school is benefiting from the laptop and printer. They can now colour print certificates etc. which saves the headteacher time because s/he does not have to do them at home.
• Community involvement: parents were involved with the use of the smartboard. The school held an open evening and parents came along and tried it out themselves
• The development of relationships and contacts with local business e.g. the local paper which helped increase communication between the 2 - "'we're here and we're doing this".

Benefits for business:
The companies involved commented on how enjoyable the experience was and that they would like to maintain that involvement. Staff reported enjoying the interaction with the children and vice versa, both sides feel valued. They may also benefit financially as, if the relationship is successful, the school (staff and pupils) may well recommend the company/business to others.
Benefits to individuals:
Pupils: Introducing them to the world of business, "it is good for them to see and hear business people" (headteacher), developing their enterprise skills and gaining a greater understanding of how money works were highlighted. Pupils via enterprise activities were learning to work as a team and also using the money raised to improve the school environment. They enjoy opportunities to use the new equipment e.g. the smartboard and laptop and to have new experiences.
Staff: The class teacher acknowledged that commercial links provided professional development opportunities and that s/he was learning as well, "it's good to hear what's going on out there and to meet people who aren't teachers".
Costs for school:
In small schools it was felt that there may be a workload issue. In this school it had not become one because the teachers work as a team, but there was an acknowledgement that it could be a problem. It was felt that in a bigger school some of the tasks could be delegated. The counting of vouchers could also be a potential cost, but the school used older pupils to count the vouchers or the administrator undertook the task.
Costs for business:
There was reported to be a cost in terms of staff time, but the school did not think it impacted on companies financially. It was felt that the benefits that companies got from involvement with the school made it worthwhile for them.
Costs to individuals:
Time for staff involved was recognised as a cost to individuals e.g. in developing relationships and applying for grants and sponsorship.
Companies' motives for involvement:
The headteacher felt that there were altruistic motives, "they want to help improve our school" but acknowledged that it was also good PR for companies, especially the national and multi-nationals such as large supermarkets and oil companies. It was felt that "[the oil company does] their utmost to reassure the community that everything is as safe as possible" (class teacher) and becoming more involved in the community was a way of saying "we're safe, we're caring". A leading supermarket had provided refreshments for a number of school events for which it had asked the school to write a letter of thanks and the firm's publicity manager had attended the events. The headteacher felt that it was taken out of their hands but felt that was a small pay off. Voucher schemes were seen as a cheap way of advertising. The headteacher felt that there was a need to be careful about the use of logos and was more comfortable if commercial activity was at the school's request, using local firms where s/he was able to have a 'face to face' conversation.
Unacceptable commercial activity:
This was identified as anything that may be detrimental to health e.g. cigarettes, alcohol - the school was always very careful about who it wanted involved.
Impact on purchasing patterns
Children and parents are very careful with money and about who they would go to and what they would buy. Children do go home and say "this was good" so they will recommend things to parents. However, the pupils did not think it impacted on their, or their parents', purchasing patterns, "we would go to [the supermarket] anyway".
Financial issues
Income generated
This was considered small-scale and usually to raise money for a specific activity e.g. a PTA dance to raise funds for the smartboard. Through book sales, they received commission in books.
Where the money is spent
The pupil council decided to spend the money raised from the sale of the school newspaper to improve the toilets. Each class was given money to spend with the income from the sale of sweatshirts and bought outdoor toys, new games and computer discs for modern foreign languages.
Policy and guidance
Awareness of/links to Determined to Succeed
The school has had a great deal of involvement with Determined to Succeed. Pupils did a presentation on the school newspaper at a 'learning to achieve' conference. The school had experienced problems getting the paper photocopied, but as a result of the Determined to Succeed conference, a local print firm said they would do it for them at a discount and making it look far more professional. The paper also won an ICT award for the paper, a "great morale boost" for staff and pupils. Commercial activity was seen to link in very well with Determined to Succeed, there is felt to be more heightened awareness of the business community, the school would not have approached the garden centre before. Businesses are more willing to be involved and schools are much more aware that they can approach them.
Usefulness of the introduction of best practice guidelines by the Scottish Executive
This was seen as very useful, doing the research for schools by providing tried and tested examples. Advice must be succinct and clear however.
Key factors in good practice in commercial activity
Making businesses feel welcome and comfortable was highlighted here. Commercial activity needs business people who will talk appropriately to pupils and not talk down to them. It was felt that companies are getting better at this. Arriving with "goodie bags" was always a positive factor, child friendly approach is key, important that they know how to communicate appropriately with children. They have to feel comfortable in the school and the school has to feel comfortable with them. The school needs to show its appreciation.

OVERVIEW

Type of Local Authority: Intermediate
Type of school: Secondary
Interviewees: Headteacher, Administrative staff (budgetary responsibility) Four pupils aged 13-15

Type of commercial activity

Product sales:

• Branded vending machines selling sweets, and fizzy drinks (These no longer provide any income to the school due a change in the contract and are being phased out)

Direct advertising:

• An advertising firm donates free jotters and a small fee every year in return for the school displaying advertising for a wide range of things, from a newly released film to healthy eating messages.
• There is advertising in the programme for the school show from small local businesses .

Indirect advertising:

• Supermarket voucher schemes (offering computer or sports equipment)
• Local companies sponsor medals and donate small prizes for pupils ( e.g. vouchers for activities, fast food and CDs, pens and pencil cases).
• The school is a link school with a multi-national oil company which provides matched funding for many school projects, e.g. a school trip to Ecuador, provision of sport equipment.

Market research:

• None

Decision making/consultation
Decisions are made at several levels within the school. On occasions, the administrative staff will reject approaches from companies outright, although where they appear to be beneficial these will be passed on to the head teacher or put to the local authority. The involvement with the advertising firm was instigated by the company in this way. The link with the oil company has been running for many years and there is a link teacher in the school who manages all contact with the company and has some control over the extent of its involvement with the school. Much of the small-scale sponsorship activity is driven by the Parent Teacher Association (soon to be the "Parents Forum"). In addition, pupils sit on a consultation group regarding the provision of food in school, whose remit includes decisions regarding vending sales, but pupils were largely unaware of the commercial activities going on in the school (for example, the oil company link).
Difficulties/successes in developing commercial activities
Successes: The link with the oil company has been an enormous benefit to the school, sometimes involving substantial donations. A particular success involved the company's funding of a school trip to Ecuador. The donation of small gifts for pupils from local companies was also seen as valuable to the school in terms of enhancing motivation amongst the younger pupils.
Difficulties: There was some resistance from staff regarding the advertising firm contract regarding the appropriateness of a school as a place for advertising, although those people with concerns were reassured when they saw the nature of the advertisements.
Monitoring of success:
There is no formal monitoring of the school's commercial activities, but the activities arising through the oil company link are monitored indirectly by the writing of an annual report by the link teacher.
Implementation of commercial activity
Plans to extend/reduce commercial activity
There is a degree of cautiousness within the school regarding extending advertising activities too far, for fear of compromising school's ethics and leading to parental concerns. There are no specific plans to extend activity in the immediate future.
Impact
Benefits for school:
For this particular school, the financial value of the oil company link is considerable. The company provides matched funding for projects and events and has allowed the school to purchase items without using up their own funds. There are also educational benefits: The oil company offers careers advice to pupils, for example in the form of mock interviews, and will provide high quality educational resource packages to the school on topics the school requests. With regard to the small 'incentivising' gifts donated by the local companies, these help to motivate pupils, particularly those who might not either be high fliers or qualify for extra attention as they are falling behind their peers:

Benefits for business:
For many companies, such as the banks and supermarkets there is a benefit in enhancing brand recognition amongst children who may become future customers. Companies who are known to contribute to the communities in which they are situated also benefit from improved public relations.
Benefits to individuals:
The oil company link has benefited pupils by offering them improved resources and providing opportunities they might not otherwise have, such as a school trip to Ecuador. School staff have benefited in the past through the opportunity to take a sabbatical year working in the oil company's education centre, where there is a teacher-in-residence post.
Costs for school:
There are some workload implications for staff, although the amount of work generated by the advertising firm contract is minimal. There is a bit more time taken by the voucher schemes. There are concerns that if commercial activity were allowed to develop without thought being given to the appropriateness of activities the school could begin to compromise its educational ethos and this could lead to parental complaints, but this is not felt to be the case at the present time.
Costs for business:
None identified.
Costs to individuals:
Pupils identified the vending machines as selling "junk food". In an attempt to minimise the effects of vending, machines are turned off at various times of the day (for example, before pupils have had their lunch), in order to reduce pupils' use.
Interviewees felt that the costs to pupils were minimal from advertising at the level that this school is involved, although it was notable that pupils themselves had difficulty distinguishing between advertising boards and school information and educational display boards suggesting that they may be particularly vulnerable to manipulation through advertising messages.
Companies' motives for involvement:
There was a consensus from all interviewees that companies gain from a raised community profile and improved public relations:

The headteacher was not aware of any ways that the oil company uses the link directly for publicity and he found the educational materials supplied by the company to be of high quality with no discernable bias or political agenda. The company does not actively promote itself as a potential employer to pupils.
The benefits of developing brand recognition and a sense of affiliation and loyalty in young people who will shortly be becoming more commercially active was also identified.
Unacceptable commercial activity:
The pupils were conscious that there were strongly held views both for and against advertising in schools, but were generally positive towards most types of commercial activity.

They did, however, express disapproval at pop-up advertisements on the school computers advertising online gambling sites (these were not endorsed by the school, but a form of 'spam').
Concerns expressed by other interviewees were, firstly that the school should not be seen to be endorsing one company over its rivals, and secondly that the ethical record of any company with links to the school should be good. Schemes that encouraged unhealthy behaviour in pupils were also avoided, hence, the school had not participated in a scheme in which sports equipment was provided in return for chocolate proofs of purchase. Parental complaints would be expected where the school was not following these principles.
Impact on purchasing patterns
It was felt that there was some impact on pupils spending, particularly in terms of food sales, although the presence of vending machines probably led to reduced spending on similar items in local shops. It was, however, suggested that there might be an impact on pupils' future commercial decisions, for example their choice of bank, as a result of the familiarity of those banks and building societies that had had a presence in their school. There may also be a small effect on parents' spending, for example in terms of their choice of supermarket as a result of the involvement with voucher schemes.
Financial issues
Income generated
Income from commercial activities is not an essential part of school funding - it helps to fund "extras". The sums generated from the oil company link were described as "significant" whilst other commercial activities generated much smaller sums or benefits in kind rather than cash. The cost of running the annual prize giving event is around £1200, of which £900 comes from interest from a bequest to the school and the remainder from sponsorship. The advertising firm contract brings in £30 per annum plus up to 200 free jotters.
Where it is spent
In almost all cases monies raised are earmarked for a specific project. The exception to this is in the case of the advertising firm contract where income goes directly into the school fund.
Policy and guidance
Awareness of/links to Determined to Succeed
The school has strong business links and there are overlaps between the activities carried out through Determined to Succeed and the school's commercial activities. The school tries to link commercial activities to educational aims where possible, for example by involving pupils in contacting companies for sponsorship. Generally, Determined to Succeed has built on the school's pre-existing links with companies:

Usefulness of the introduction of best practice guidelines by the Scottish Executive
It was felt that it would be beneficial for best practice guidelines to be introduced to ensure that there was agreement on what level and type of commercial involvement within the school was appropriate, and to alert schools to potential pitfalls. This was perceived by one interviewee to be largely a way of placating concerned parents by showing that school is going through an approved process:

Key factors in good practice in commercial activity
The question of whether the commercial activity brings a net benefit to the school was seen as the most important consideration when possible commercial ventures were being considered. In addition it was seen to be important that the school should not be seen to be linked to companies with a questionable ethical record, or to allow companies to impose their own agenda on the school

OVERVIEW

Type of local authority: Urban
Type of school (primary/secondary): Secondary
Interviewees: Headteacher
Deputy Headteacher (with pastoral responsibility) Six pupils, aged 11-18
Principal teacher (Work, enterprise and vocational education)
Principal teacher (Pupil Support)

Types of commercial activity

Product sales:

• The school's branded crisps and water sold to pupils through the tuck shop.
• No vending sales

Direct advertising:

• Sponsorship of school sports teams by local companies (includes advertising signs beside the sports pitch)
• Small businesses advertise in school publications such as the school yearbook

Indirect advertising:

• Companies make cash donations for prizes (book tokens) for annual prize giving in return for acknowledgement in the programme
• Businesses sponsor school events such as the school show and annual Burns night.
• Each of three 'houses' in the school has their own local sponsor company

Market research:

• Involved in the development and piloting of educational software for teaching pupils personal financial skills for a computer company

Decision making/consultation
Much of the commercial activity in this school appears to have been initiated and driven forward by the headteacher, and such consultation as there is tends to be fairly informal and low key (for example, pupils on the school council were consulted as to the flavours of water they would like to see sold in the tuck shop). Nonetheless, all interviewees appeared to be fully committed to the activities being carried out.
Difficulties/successes in developing commercial activities
Difficulties:
Setting up the schools own-branded drinks and crisps presented a number of challenges including finding a manufacturer willing to work with the school, ensuring the venture was cost effective, and dealing with the frustration engendered by long delays during the setting up process. Persuading the pupils to abandon their usual purchasing habits and adopt the new school-branded products was imaginatively approached by chilling the school water and keeping the traditional soft drinks in a warm place to make them less appealing to thirsty pupils.
Successes:
Ultimately the school-branded water and crisps have been a great success.
Other business links have been set up gradually over a period of many years, and strong connections have been forged which are mutually beneficial, contributing to a sense that the school is part of the community in which it is situated.
Monitoring of success:
There has been no formal monitoring of the success of commercial activity
Implementation of commercial activity
Plans to extend/reduce commercial activity
There are no specific plans to extend commercial activity in the school, but the culture of the school is always to be looking out for opportunities that will be beneficial. If a new event was planned they would certainly look for a sponsor.
Impact
Benefits for school:
As a result of the school branding of the drinks and snacks that pupils buy, a sense of ownership and pride is fostered in the pupils

Pupils make the link between buying these products from the school and the school being able to offer a subsidised school yearbook and free school trips and activities. The sales of school branded snacks and drinks also gives the school a degree of control over what pupils are eating and drinking and allows them to monitor pupils' consumption. A positive health message is being reinforced by the provision of healthier alternatives (water and low fat/low salt crisps). The headteacher believes they sell the healthiest crisps in the UK.
In terms of the financial benefits to the school, some school events would be difficult to put on without sponsorship. One pupil emphasised the reciprocal benefits of links with business: when s/he phoned a leading supermarket to request donations of paint for the school show the manager of the store made reference to the fact that the school had donated art work to the shop in the past.

The school benefits from links with business in more ways than just sponsorship as they can ask those companies that they have relationship with to assist with careers advice, and conducting mock interviews.
The school's involvement with developing educational software means that the school will have access to that software at an early stage.
Benefits for business:
Pupils identified the benefits to businesses primarily in terms of simple advertising, but other interviewees focused on the benefits of ongoing relationships within the local community. Companies that have done something for the school (for example sponsoring a prize) feel more able to approach the school if they ever experience any trouble from pupils or have other issues that they wish to take up with the school.
Some businesses have also benefited from access to a casual workforce and have recruited sixth year pupils to work for them, whilst others have had websites designed for them by pupils as part of their ICT project work
Benefits to individuals:
Pupils: Commercial links were seen to have an enriching effect on pupils' experiences in several ways. Pupils are involved in contacting businesses trying to get donations (for example donations of paint for decorating the set for the school show) a process which broadens their experience of the world outside school and can benefit their confidence.

Pupils have been able to work with companies and see their ideas valued and made use of. One example of this is in their trialling of the financial awareness software. In addition, some pupils have designed websites for businesses that the school has links with as part of an ICT project. This real-world application of their coursework skills was exciting for them. Commercial links also provide part-time employment opportunities for older pupils. A local hotel which also sponsors some school prizes, recruits casual staff during holiday periods from amongst the sixth form pupils.
Staff: Staff benefit from contact with private sector professionals. For example, working with the software developers on new educational software provides an insight into the commercial sector presenting a fresh perspective for school-based staff.
Financial benefits were also mentioned by the pupils. The school has a wide range of free extra-curricular activities which are largely funded by the school's commercial activities, and one pupil described his surprise when he realised that in some other schools pupils had to pay for travel to inter-school sports matches.
There are also perceived health and safety benefits: Pupil safety is promoted by the tuckshop, by reducing the incentive for them to leave the school grounds. The snacks and drinks they can buy there are somewhat more healthy than the purchases they could make in the shops.
Costs for school:
A certain amount of care needed to be given to nurture relationships with the companies providing sponsorship, and the cost to teachers in terms of a time commitment to developing and managing commercial activities was seen to be genuine but outweighed by the benefits:

Involvement with the development of the financial awareness software package has taken some staff and pupil time, but this has tied in with teachers' interests and has been educational for the pupils who have trialled it so there has been no negative impact on the school
Costs for business:
None were identified
Costs to individuals:
It was acknowledged that the sale of snacks through the tuckshop might be considered to have a potential negative impact on pupils' diet, but interviewees believed the net effect was positive since it discouraged pupils from buying even less healthy snacks at local shops.
Companies' motives for involvement:
All interviewees made reference to the reciprocity of the relationship between school and commercial organisations. There was also reference made to the fact that companies wish to be part of the community that they are situated in. In the case of local business, often individuals have children at the school.

Unacceptable commercial activity
The general view was that each possible venture should be assessed on its merits. The specific nature of a link with a company should be assessed rather than issuing blanket bans on types of links or types of companies.

"Dodgy companies, dodgy characters and dodgy ways of working" were to be avoided, and any company which was hoping to influence the school unduly would be seen as unacceptable according to the headteacher.

Impact on purchasing patterns
It was felt that there would be little effect on pupils' purchasing patterns, although parents might be influenced by the presence of advertisements in school publications, and pupils might have preferences for these familiar local companies in the future.
Financial issues
Income generated
It was not possible to evaluate the amount of money brought in by the school's commercial activities, but the largest sum of money is generated by the tuckshop - the school makes around 6-7 pence a bottle on the own-brand water it sells. The school show is another event which makes a considerable sum of money - some of the costs are offset against advertising.
Where it is spent
Money from the school tuck shop and the school show is used to ensure that pupils do not have to pay for any extra-curricular activities, and to subsidise the school yearbook to ensure that it is affordable to all pupils. Other money that comes into the school is largely raised to fund specific projects and events, notably the school prize-giving and Burns night.
Policy and guidance
There is no written school policy regarding commercial activity. There was no desire in the school for more written guidance from the local authority, as the level of support the local authority already offered was perceived to be perfectly adequate.
Awareness of/links to Determined to Succeed
Commercial activity and Determined to Succeed operate fairly separately within the school, although Determined to Succeed has been easier to implement given the many well established links between the school and the local business community.

Determined to Succeed links can also lead to sponsorship. Hence, the school is building a relationship with a large electronics company with a base in the town as part of Determined to Succeed and the company has also volunteered to sponsor a prize for the school prize giving.
Usefulness of the introduction of best practice guidelines by the Scottish Executive
Concern was expressed by several interviewees that guidelines could restrict activities unnecessarily and that often schools themselves are best placed to judge the appropriateness of a particular venture in the setting of their own establishment. There was a belief that more information might be beneficial, but only if its role was primarily to provide ideas and inspiration for schools wanting to reap the many benefits of commercial activity.
Key factors in good practice in commercial activity
Reciprocity was seen to be the most important factor in good practice, in order to ensure that strong and lasting associations can be forged.

Appropriateness was seen to be another key factor. Each possible venture must be assessed individually to ensure that it brings tangible benefits to the school and does not involve products or companies that are incompatible with an educational environment.

OVERVIEW

Type of local authority: Urban
Type of school (primary/secondary): Primary
Interviewees: Headteacher; deputy headteacher; business manager; five pupils (2xP6; 3xP7)

Types of commercial activity
Product sales:

• Tuck shop offering healthy options run by pupils
• Uniform sales (school is the sole outlet)
• Book club (school receives commission in the form of books)
• School photographs (school receives commission)
• Sale of stationery (pencils, rubbers etc.)
• Fair Trade and charity work

Direct advertising:

• Sponsorship of school football team by the construction firm that built the nursery (cash donated with which to buy the strip), together with a fast food restaurant

Indirect advertising:

• Voucher schemes (leading supermarkets)
• Trim trail funded by local timber company
• Traversing wall (range of funding, including: award from national high street bank, local fruit and vegetable supplier and local construction companies)
• Amphitheatre part-funded by a large national bank
• Local firms supply goods and donations for raffles for the garden fete and Christmas concerts
• Local fruit and vegetable supplier supplies free fruit for the tuck shop
• A leading printing firm supplied a printer for the computer suite and received a mention in the school newsletter
• A large national bank funded a project where pupils designed a playground
• A fast food restaurant provides refreshments for sports day

Market research:

• None

Decision making/consultation
In relation to school photographs, the headteacher and business manager decided to change the contractor to secure a better financial deal for the school. However, the subsequent level of sales declined as a result of decreased quality of photographs, resulting in the school actually receiving less commission income. The outcome of this has led to a return to the original photography firm.
Regarding supplying the tuck shop, the school goes for the "best deals" on offer at the time, so they have a range of different suppliers.
In terms of consultation, parents and pupils were consulted regarding the design and type of school uniform they wanted. Several suppliers were invited to bring in samples for inspection and comment, before the final decision was taken to go with a local company. Similarly, the traversing wall was developed in consultation with the pupil council and the local community.
Difficulties/successes in developing commercial activities
Difficulties:
In searching for an improved financial deal regarding the school photographs, the original company was changed. However, as noted above, sales reduced as a result of poorer quality photographs and complaints were received from unhappy parents. Parents were invited to complete a questionnaire leading to the decision being made to revert to the original company.
Other difficulties mentioned included the level of competition for funding as other schools were attempting to access the same sources of funding. Meeting the criteria necessary to secure funding could also be challenging as could the application process itself.
Successes:
The sale of school uniform was viewed as a success as it met all the criteria identified by the headteacher:

• Parents were provided with a service they appreciated and they did not have to travel elsewhere to purchase school uniform
• Uniform items were sourced from a local company
• Parents and pupils had input into the design of the uniform
• The school made a financial profit and the parents were able to purchase items at a lower cost than they would have been able to elsewhere
• The profit went into the school fund, which supported activities for the benefit of the children: "It's a complete circle, no one loses out and local businesses are supported" (headteacher).

A total of £17,000 had been secured by the business manager through sponsorship, to carry out improvements to the school grounds, which would otherwise not have been possible.
Monitoring of success:
There was constant monitoring of the income generated from the tuck shop and the school photographs to determine whether or not the pricing policy required adjustments. For example, a costing exercise was carried out by the business manager which led to changing the tuck shop suppliers as the school was found to have been losing money.
Implementation of commercial activity
Plans to extend/reduce commercial activity
The school was hoping to secure funding for ICT equipment in the future.
Impact
Benefits for school:
In terms of the school uniform sales, the local company was seen to providing the school with an excellent quality product and service and the school had a "huge input in what we would like, which wouldn't happen with a massive company" (headteacher). The pupils spoken to felt that they needed commercial sponsorship in order to provide additional facilities e.g. the trim trail and the amphitheatre "we depend on these people if we're needing something".
Benefits for business:
Through mentions in the school newsletter, it was felt that companies were increasing their profile within the local community. Furthermore, it was also suggested that local companies genuinely wanted to make a positive contribution to the school and local community.
Benefits to individuals:
Pupils: The main benefit was that commercial activity led to improved equipment and facilities that the school would not have had access to otherwise. It was felt that the new facilities had helped to develop positive play in the playground as pupils were provided with more interesting activities which could be structured and timetabled to ensure equal access for all pupils. Pupil involvement in securing funding helped to give them a sense of ownership of the facilities and therefore made them more appreciative and protective of them. Pupils felt that the improved outdoor facilities made school a better place because "you want to be outside more and be more active" and that commercial involvement in the school improved relationships between pupils and businesses in the community.
In addition, pupils were also learning business skills, e.g. during the playground project design activity, pupils learnt how to calculate VAT and had to ensure that they made a profit etc. This was seen as an "excellent learning lesson" because pupils started to appreciate that it was not as easy as they had previously thought, and that they could not have unrealistic expectations about things that they wanted. Commercial activity was thus felt to have increased pupils' awareness of the wider economic and business relationships in which the school partakes in order to access these improved facilities. Pupils also felt that it was beneficial to have company involvement in the school so they could learn about business and how it worked.
Staff: Staff felt that pupils now had access to more structured and higher quality playtime activities.
From the business manager's perspective, a great deal of personal and professional satisfaction was gained through successfully securing funding and sponsorship for the school.
The community: pupils and staff acknowledged the benefits of allowing community access to the playground facilities
Costs for school:
The time and effort expended in making applications for funding were identified as the primary costs for the school. This was especially pertinent if a particular bid failed to secure the funding. Pupils also highlighted that allowing community access to the playground facilities meant that the school did experience some vandalism. Pupils acknowledged that there was the potential for some companies to use the school purely for commercial gain and to enhance their profile within the local community, however they felt that the school would investigate companies' motives and ethics before they established a relationship with them.
Costs for business:
As in the case for schools, businesses also incurred time costs in negotiating possible funding and sponsorship deals with schools.
Costs to individuals:
Staff time in both schools and companies was identified as the key cost to individuals. It was also noted that if pupils were involved in submitting applications, they could experience disappointment if they were not successful. However, this could also be seen as a valuable learning experience in itself.
Companies' motives for involvement:
The headteacher felt that companies' involvement stemmed from, and reflected, a philanthropic and good will perspective: "they want to give something back" (business manager). Whilst the pupils spoken to acknowledged that companies may be looking for commercial gain and future customers, they also felt that the companies involved in their school genuinely wanted to help them. They pointed out that the fast food company's involvement in their school in relation to sports and fitness reflected a desire to counteract negative publicity about their fast-food products.
Unacceptable commercial activity:
It was stated that goods or services that might be seen to contravene prevailing messages and initiatives, such as healthy eating, in the school, would be unacceptable. This school has never refused any commercial activity.
Impact on purchasing patterns
Whilst the school was involved in supermarket voucher schemes, they felt they were not advocating that parents and pupils should shop at those establishments just for this reason, but the school was, nevertheless, happy to accept any vouchers that pupils brought in. Pupils reiterated this view. Pupils also felt that it would be unacceptable for the school to be involved in advertising unhealthy food, TVs, smoking, drinking or fireworks. Involvement in fair trade activities had made pupils think how their purchasing patterns impacted on others.
Financial issues
Income generated
This was reported to be about 2 per cent of the overall budget.
Where it is spent
The sales from the tuck shop, the school photographs and the school uniform contributed to the school fund and were used to subsidise school trips and excursions so that parents did not have to bear the full cost. Profit from the tuck shop was also given to the school council to spend on new equipment/facilities.
Policy and guidance
Awareness of/links to Determined to Succeed
The school was heavily involved in Determined to Succeed and some of these activities were linked into commercial activity within the school. Senior school staff felt that there was a need for a political shift away from 'enterprise' being regarded in a negative way. In the context of increased personal debt, it was felt that pupils needed increased understanding of financial issues, how money works, and how to manage it. Local business people were seen as possible key players in this aspect of education to illustrate to the pupils how they themselves had become commercially successful in real terms and to give them realistic portrayals of "how it is in business".
Usefulness of the introduction of best practice guidelines by the Scottish Executive
Guidelines would, it was felt, be useful in terms of providing ideas about how to develop commercial activity.
Key factors in good practice in commercial activity

• Maintaining integrity of the commercial activity in which the school is involved. Maximising profit should not be the driver and overall goal of commercial relationships. "I could buy terrible sweets and make a huge profit in the tuck shop, or sell the cheapest uniform, but I won't do that, it's not about that, its about quality" (headteacher).

In relation to seeking sponsorship, the business manager highlighted the following:

• When putting in funding applications, be organised and make sure the criteria is met. When funding is awarded, audit it and provide feedback to show funders how the money was spent.
• Always be able to justify the funding and spend it on what the application said it would be spent on.

OVERVIEW

Type of local authority: Intermediate
Type of school (primary/secondary): Secondary
Interviewees: Deputy headteacher; business support manager; 4 pupils (S4 and S5)

Types of commercial activity
Product sales:

• Tuck shop
• Canteen
• Vending machines (1 selling crisps etc., the other 2 sell healthier options)
• Sale of school photographs
• Sale of school uniform

Direct advertising:

• Advertising boards being installed in senior common room
• Local companies advertise in the programme for annual awards evening

Indirect advertising:

• Multi-national oil company has provided pencil cases for first year pupils (although this year they bought pencils instead). They donate £1,000 per annum for a maths/science project and have provided a business management game for senior pupils
• A TV company has sponsored a multi-media initiative for schools in the local authority (£75,000 in total). The schools involved will share out the recording equipment etc. at the end of the project.
• An insurance company and a large national bank provide packs and visits relating to money management (materials "badged" with company logo)
• A large bank provides a cup and prize (£50)
• Voucher schemes (leading supermarkets)
• A mobile phone company provide teaching packs
• Professional organisation sponsors enterprise weekends and European trips

Market research:

• Only involved in research through the Scottish Executive and universities, or for the police (educational surveys) and the local authority (behaviour and discipline).

Decision making/consultation

The deputy headteacher noted that decisions regarding commercial activity were made in the best interests of the pupils. In relation to the multi-media project with the TV company, it was a principal teacher at the school who had initiated and developed the links with the company. S/he had previously been involved in a successful project at a local recording studio. S/he contacted the TV company and put the proposition for the initiative to them. Pupil support teachers were asked to identify disengaged students to be involved and they have been attending for four or five weeks.
Difficulties/successes in developing commercial activities
Difficulties:
The deputy headteacher suggested that some pupils may behave inappropriately with outside visitors and company personnel visiting the school. Similarly, it was felt that companies were not always aware of the ways in which schools operated, and therefore did not appreciate the constraints of school timetabling:

Whilst recognising the protection of the local authority purchasing scheme, the business manager expressed some frustration that the school could not take full advantage of the ICT opportunities that were available.
Successes:
The deputy head felt that the school was involved in a range of successful activities:

• The media project with the TV company was seen as very successful and the school was hoping for spin-offs from that e.g. extended work experience placements for pupils
• The insurance company provided extremely useful finance packages (supported through Determined to Succeed) e.g. on CV writing, job application letters and interviews. A number of former pupils had also secured employment with this company.

Monitoring of success:
There was no overall formal system of monitoring of commercial activity, although specific initiatives, such as the TV company project and Determined to Succeed were monitored. The TV company project had a separate cost centre at the local authority for managing the funds, the project was also signed off by a senior education officer and all financial matters were overseen by an accountant. Other companies' activities were monitored by teachers, for example, who would stop anything that wasn't working out well.
Implementation of commercial activity
The terms and conditions surrounding the TV company project were defined by the company itself, including that a specified percentage of the pupils involved had to be exhibiting signs of disengagement - this might have been contrary to what the school would have done. A legal contract was signed with the TV company and any publicity relating to the project had to go through the company's press office. In relation to the implementation of commercial activity in general, the deputy headteacher observed that s/he would discuss the development of any possible relationships with the business support manager first.
Plans to extend/reduce commercial activity
The school was planning to extend and develop commercial activity through continuing to build on existing links and relationships, and nurturing new ones. The appointment of a business support manager was seen as key to this.

As an example of this, the deputy headteacher suggested that as a result of the school's involvement in the project with the TV company, they had become aware that the company funds projects of up to £5000, so this was something that the school was keen to pursue.
Impact
Benefits for school:
Financial
Improved equipment and facilities e.g. equipment from the TV company project when it finishes.
Spin-offs from involvements e.g. increased awareness of additional funding sources and the development of learning opportunities, such as the development of Modern Apprenticeships in conjunction with the TV company.
Benefits for business:
It was felt that the insurance company did not benefit hugely in terms business from its links with the school, but that it genuinely wanted to contribute to the community.
The project with the TV company was seen to benefit the company through the high profile PR potential, especially that associated with the launch event. This would raise the product and company profile in the area.
In addition to product promotion, companies could benefit from involvement with the school through possible accessing future employees.
Benefits to individuals:
Pupils: Teachers involved in the multi-media project had given very positive feedback and commented that those pupils who struggled to concentrate in class were doing well, they were concentrating more and showing no signs of behavioural problems. The pupils involved in the multi-media project had been able to see first hand how the TV company works and recognised that there may be job opportunities available. It was raising the TV company's awareness of the pupils and pupils were more focused. Pupils were being exposed to "real life" experiences which teachers felt were extremely valuable to them and improved their experiences of learning. It was reported that pupils were surprised at how well they were treated by the business people they came into contact with through commercial activity.
Staff: their involvement in commercial activity was seen as positive because it also gave teachers opportunities to experience "real life" examples, which helped them to enhance their teaching to show how what they are doing in the classroom is important in and relevant to the wider world of work.
Costs for school:
A cost associated with commercial activity stemmed from possible impacts on other priorities and initiatives promoted by the school, such as the promotion of healthy eating messages. In this school, chip vans used to park across the road from the school which posed a big health and safety risk in terms of pupils crossing the road. As a result, the licensed vans had been allowed to park in the school grounds despite the school's unease. In order to counteract this, the school brought in a "healthy food van" and parked it in the middle of the playground with seats around it to encourage the pupils to use it. Take-up is reported to have been good.
Similarly, in terms of the planned advertising boards for the Senior Common Room, the school has a responsibility to ensure that wider priorities are not damaged: The school will have to "vet" the posters to "double check" that they are suitable. "It is always a worry, as an educational establishment, you have to be very careful about what you are advertising and promoting" (deputy headteacher).
There was also seen to be a time cost for the school, in terms of staff involvement in commercial activity:

Costs for business:
The only cost identified was company staff time.
Costs to individuals:
Parents had voiced concerns about the potential cost to their children's health posed by chip van on the school site. However, the school had taken steps to counteract this by introducing a van selling healthier food. In terms of financial cost, pupils felt the vending machines were expensive.
Companies' motives for involvement:
Involvement was believed to be good PR for companies, e.g. for the TV company, for them to be seen to be putting something back into the community. The TV company had publicised its involvement with the school via the local press and its in-house magazine. It also meant that pupils' awareness of the companies was raised. Interviewees acknowledged that the companies were not involved solely for charitable reasons, but as long as the relationship benefited the school and its pupils, it was considered acceptable. Pupils' views of companies' motives for involvement in the school was that they were there to promote and advertise their products.
It was suggested that the banks' involvement in the school reflected and served their commercial interests. For example, the banks visited the school at the time when the Educational Maintenance Allowances were awarded, which could be seen as a way of securing new business for the bank.
Unacceptable commercial activity:
As a Roman Catholic school, it was important that any commercial activity did not contravene the beliefs/values of the school. It was felt that the school needed to be careful about any messages it gave out, e.g. through the advertising boards but it was able to veto anything it was not happy about. Equally, it would not want to extend the advertising boards beyond the sixth year common room. The pupils did not think there were any commercial activities that were unacceptable.
In terms of the involvement of the multi-national oil company, it was felt that this company, and its impact on the environment, would exist anyway, so the school might as well benefit from it: "It wouldn't make sense for us to refuse their money" (deputy headteacher).
Impact on purchasing patterns
Pupils were reported to have a lot of disposable cash. Fifth and sixth year pupils often drove to school so would opt to visit the fast food restaurant. The school has an environmental group and was very focused on that. The catering department in school felt that the 'healthy van' was doing well. Pupils themselves noted that they did not feel the need to go out of school to shop as they could get what they wanted within school. They did think, however, that they bought more because the vending machines were there. They did not feel that they influenced parents' purchasing patterns.
Financial issues
Income generated
This was reported to be "very, very small". The school has a devolved budget of £3 million so it would be less than one per cent of that.
Where it is spent
The money went into the school fund, which would then be used to subsidise school trips ( e.g. to Alton Towers) and uniform.
Policy and guidance
Awareness of/links to Determined to Succeed
The school was already involved in Determined to Succeed-type activities prior to its implementation and this involved bringing commercial activity into the school.
Usefulness of the introduction of best practice guidelines by the Scottish Executive
This was thought to be a good idea as long as it was not "too binding". Staff appreciated the fact that guidelines were necessary but did not want anything that was too prescriptive and guidelines had to be realistic in terms of the resource allocations of the school.
Key factors in good practice in commercial activity

• The business manager reported the need to consider the financial aspect - ensuring the school received value for money.
• Schools' employment of business managers, and the presence of a network of such personnel was felt to have led to increased opportunities for dialogue and the sharing of good practice.
• The commitment and enthusiasm of staff was seen as essential in ensuring the success of commercial activities in schools. This enthusiasm had to be supported by an appropriate allocation of time maximise the opportunities available.

OVERVIEW

Type of local authority: Intermediate
Type of school (primary/secondary): Secondary
Interviewees: Deputy headteacher; business support manager; enterprise in education coordinator; 3 pupils (1xS1 and 2xS6)

Types of commercial activity
Product sales:

• Strong enterprise culture where pupils make and sell products
• Sale of school photographs (school receives commission which pays for the prize giving/award ceremony)

Direct advertising:

• Local companies pay to advertise in the school show programme
• School fete - the programme is sponsored by a local finance company with others, the companies pay for advertising space

Indirect advertising:

• Leading supermarket voucher scheme
• Donations from local companies for raffles and prize giving/award ceremonies
• A local company provides printing free of charge for the school show programme
• A local Football Club provides complimentary tickets for matches. A member of school staff works with them
• Contract with leading book shop for staff to buy books through the school's CPD budget
• Large home improvement company provide offcuts for design and technology ( DT)
• Leading supermarket raised money and donated goods when the school had a fire
• Strong international links with educationalists and companies
• Large national bank's New Futures Award - £20,000 provided for sign language lessons

Market research:

• Only involved in research by organisations such as Scottish Executive and leading research institutions

Decision making/consultation
There was a strong enterprise culture in school and senior members of staff were linked into this. There was also an Enterprise in Education coordinator who worked as part of the local authority, whilst a senior member of staff was involved part-time with the Scottish Executive on the implementation of Determined to Succeed.
Difficulties/successes in developing CA
Difficulties:
The time involved in developing and undertaking commercial activity over and above the teaching day was seen as a difficulty. A large amount of time was required for negotiations with companies and the development of informal links and contacts. Another full-time member of staff would mean the school could do a lot more. A particular problem arose in relation to finding appropriate and convenient times for appointments and visits, by companies, to the school.
Successes:
The school used commercial activity to promote and support aspects of the curriculum, (formally and informally), and had a large number of links through the enterprise dimension locally and internationally. Although the school was accessing financial resources from sponsors, it was thought that the successful development of links and educational opportunities was of greater value.
Through the involvement of local companies, including, for example, the provision of work wear and equipment, pupils who had been at risk of exclusion had been retained in school and were involved in extended work placements with these companies.
Monitoring of success:
There was no formal system of monitoring, although informally, if an activity was deemed not to be working, it would be discontinued. Success was measured in terms of how young people related to the companies and/or how much money was raised for the school fund.
Implementation of commercial activity
Plans to extend/reduce commercial activity
It was felt that the school needed to maximise its links with the business community as this was seen as a means of addressing many of the problems identified in the school in terms of anti-social behaviour and low levels of achievement.
Impact
Benefits for school:
A significant benefit to the school was seen to stem from increasing parents' awareness of the links between the school and the businesses that drive the economy. This was seen as especially important in an area where serous economic decline had occurred. It was considered to be important that the wider community recognised the school's relationship with the businesses that were underpinning the local economy. Hence, there was seen to be some integration between the school and local regeneration.
Commercial activities were seen to be encouraging the enterprise dimension in school.
In terms of pupils being directly involved with companies, the school was seen to have benefited from improvements in behaviour. This would also lead to a reduction in anti-social behaviour in the wider community so enhancing the school's standing in the community and improving the general ethos of the school. As part of the Kick Racism out of Football initiative, the school had developed successful links with a local football club which had resulted in a member of school staff working at the club, illustrating joined-up working between the school and local businesses.
As a result of a large national bank's New Futures award, the school was able to run sign language courses and had developed a reputation for supporting hearing-impaired students. Furthermore teaching colleges looking to place student teachers with hearing-impairments selected the school because of this reputation. The school itself had employed a hearing-impaired teacher in the past.
Benefits for business:
Interviewees identified the following benefits:

• Staff development opportunities, e.g. presentation and interview skills developed through working alongside pupils in school.
• Cost savings (through staff training opportunities).
• Personal satisfaction e.g. giving something back to the community
• Development of specific skills, e.g. increased awareness and ability to communicate with hearing-impaired people in the community
• Businesses can have raised profiles within the school and the wider community and may also be exposed to potential future workforce. For example, the local textile industry experienced recruitment difficulties, so linking up with the school was seen as mutually beneficial. Similarly, a newly developing company's recruitment advertisements were included in the school's newsletter as part of a sponsorship deal.

Benefits to individuals:
Pupils:
Commercial activity had improved pupils' awareness and knowledge of trade and commerce.
Work experience placements had led to increased socialisation and achievement of pupils through contacts with adults in the business world. This was seen as especially important for those young people experiencing multiple disadvantage in their home environments. "Employers have said that these kids are brilliant. Take them out of the straitjacket of 8 standard grades, they're here on time etc." (deputy headteacher).
An example of successful company sponsorship of pupils included a multi-national company sponsoring a student to undertake work experience in Scotland and overseas during which this pupil designed a product label which was used internationally, reputedly saving the company a 6 figure sum. Links between this pupil and the company were maintained throughout his/her remaining school and higher education career.
Discipline and commitment to tasks were felt to have improved in those pupils taking part in commercial activities.
As a spin-off from the opportunities arising from a large national bank's New Futures award, hearing-impaired pupils' confidence had improved considerably and segregation between them and the others had decreased.
Staff:
Professionals who attended the sign-language courses were better able to communicate with hearing-impaired pupils when they visited the school.
Opportunities for school staff's secondment to businesses to develop their own skills
Costs for school:
Staff time and resource implications to develop links with companies, outside of normal teaching hours were highlighted. This was mitigated to some extent through the appointment of an Enterprise in Education coordinator.
Costs for business:
The school was not able to identify any costs for businesses as their time could be offset against the possible training and development opportunities available to staff whilst working in the school. For example, a multi-national company hosted and funded a Business Dynamics day. This was generally staffed by individuals who required presentation skills training and experience, which they gained through facilitating these events in schools.
Costs to individuals:
Individual staff members' time.
Companies' motives for involvement:
The deputy headteacher highlighted the example of a local businessman who became involved with the school in order to try and put something back into the community. This particular individual had himself experienced problems when he was younger, but had managed to develop a successful business. Having an understanding of the problems faced by young people, he was keen to offer help, in the form of a work placement for a pupil experiencing similar difficulties. "He is local, he could see himself in these kids coming through and he knows the kids so he took on this difficult lad" (deputy headteacher).
Companies gain from involvement with the school through the increased publicity and increased local profile which may help them survive.
Unacceptable commercial activity:
Health and safety considerations were paramount, so the school would not engage in any activities where pupils could be put at risk. Similarly, moral and ethical considerations were paramount and the school would not become involved with companies deemed to be unacceptable.
Impact on purchasing patterns
Commercial activity was not felt to have impacted on pupils' or parents' purchasing patterns.
Financial issues
Income generated
Money was raised for specific activities.
Where it is spent
The money went into the school fund to be used to fund sporting, cultural and drama activities.
Policy and guidance
Awareness of/links to Determined to Succeed
The school had "huge" links with Determined to Succeed. One of its deputies works closely with HMI with the authority's Enterprise in Education coordinator on a school basis in a coordinator role. The entrepreneurial side was established in school a long time before Determined to Succeed. As a result of its successful work, the school was asked to make presentations to the Determined to Succeed Review Group and has promoted "enterprise science" this year across the partnership using materials from Determined to Succeed.
Usefulness of the introduction of best practice guidelines by the Scottish Executive
It was felt that some guidance might be useful as a means of highlighting and sharing the good practice of others involved in commercial activities.
Key factors in good practice in commercial activity

• Clearly defined and understood reasons for involvement in commercial activity throughout the school and participating businesses
• Full consideration needs to be given to the ethics of involvement in commercial activity
• The development of high quality links and relationships with local companies and businesses in the local community.