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CHAPTER THREE: RESEARCH FINDINGS

3.1. There are four main sections to this chapter:

• Site visits
• Student surveys
• Enterprise survey
• Issues arising - this draws together the above and other issues surrounding the programme.

SITE VISITS

3.2. These were carried out in April and May 2005. Groups of students and their advisers from all 10 of the pilot clubs were interviewed. For the most part both advisers from each club were interviewed along with most if not all of the students. Notes were taken and recordings made of most of the interviews.

The value of the programme to students

3.3. From the interviews it was clear that many students greatly benefited from the programme, with many positive comments being made. The quotes below give a flavour of the students views (all the quotes in this section are from students unless otherwise stated):

"It's done a lot for me. It's showed me how to be nice to people...I really have changed."

"It's not like any other subject in school. It's different... and if you do a lot of work you get rewards..."

"[xlerate with xl] shows you how to look after yourself, and to listen to others…"

"I used to be bad at anger management. xl [xlerate with xl] showed me how to take it as it is and cool it down."

3.4. Furthermore, we were referred to positive responses from parents, both by students and from letters we were shown:

"My Dad - he thinks it's very good. It has definitely affected my confidence. He has noticed that I will go into a shop and ask for things. Normally I wouldn't even go up to the shops…"

"xl [xlerate with xl] has given [my daughter] more confidence...a valuable lesson on life and growing up into a stronger person (Parent)"

Relationship with advisers

3.5. The main reason for the improvement was put down, by both students and advisers, to the student/adviser relationship. This was a vital and central part of the xlerate with xl programme.

3.6. Students reported that their teachers in the past had not normally got to know them as individuals, whereas xlerate with xl advisers spent time getting to know them, as well as listening to them and showing respect. Much of this was thought to be because there was space for students and their advisers to get to know each other - space which they said is not available in their exam-based subjects.

"...they [the advisers] get the chance to know you. They want to know you before they judge you…"

"xl [xlerate with xl] is brilliant... the teachers are nice...you come from another class that you hate and you come in here and relax..."

"They are good at understanding and they help you. They tell you what's right and what's wrong…"

"They listen to me, they respect me…"

"[The adviser] is a really good person...I will sadly miss it [xlerate with xl]...it is an important subject to me - and a special one."

Relationship with peers

3.7. Again, both students and advisers commented that the confidence of some students had increased because of their experience and relationship with others in the group. Furthermore, a number of students said they had developed good friendships within the group which they would not necessarily have had. And for others, xlerate with xl had helped them to relate more effectively to their peers:

"If there wasn't an xl [xlerate with xl] club I wouldn't have any confidence, wouldn't be able to talk to folk. Boys and girls in school I wouldn't go up to and say hello, I now have good friends - xl [xlerate with xl] has helped me a lot."

3.8. Group discussions were an integral part of the xlerate with xl sessions, and all students were encouraged to take an active part. For many, this increased their confidence to effectively express their views and opinions:

"[xlerate with xl] has helped me to stand up for myself, not in a violent way..."

3.9. Some clubs made specific recognition of individual improvements in the eyes of the members. For instance one had a member of the month, which was used in a positive and constructive way. This was awarded to the student who had gained most points in areas such as behaviour and attendance. Furthermore, within the clubs, a number of students said that their relationship had changed for the better with people they hadn't got on with in the past.

3.10. We found instances of very effective use of games which encouraged students to point out the strengths of others in the group, and again this helped to increase confidence in some members. A number of students said they were more confident because of outdoor activities, such as abseiling and skiing:

"I think it's learnt me how to be myself. Its got me into things I never knew I could do like abseiling and climbing - and I'm scared of heights."

Relationships within school

3.11. A number of students commented that xlerate with xl had helped improve their relationship with others in school. The programme allows the groups to spend a lot of time looking at behaviour and helping students to understand how their actions affect others. This has led to behaviour changes in the group which were carried over to positive changes in their other classes.

"I used to be stupid and now I've calmed myself down because it [xlerate with xl] has helped me with my behaviour."

3.12. Several students said that their behaviour has improved as a result of an activity that involved the group creating their own game. They had to make up the rules, and this helped them appreciate why rules were needed in the school:

"I would always argue with teachers, I was always bad to them when I first started but I'm better because the advisers treat you as a person. They have a laugh with you... they don't shout at you, they try to talk with you. Now I don't answer back as much."

3.13. One adviser said that a teacher at the school had commented that an xlerate with xl student, who would have once walked past the teacher with his head down, recently looked them in the eye and said hello.

3.14. Another adviser helped students deal with conflict by being available on his mobile phone. If a student got into a conflict which would have normally resulted in them storming out of school, they could text him, and if free, he would help them resolve the problem. He also felt this helped improve attendance (although he pointed out that this does not necessarily show up in the attendance figures, as the students don't always go to registration).

3.15. Some of the community activities helped raise the students' self-perception. For example, one group put together Christmas parcels for the local senior citizens. They enjoyed seeing both the positive reaction first-hand and also the wider recognition through the local paper and positive comments from other school staff.

3.16. The significance of the rich mix was emphasised by many advisers. They stressed the importance of a balance of pupils with behaviour / confidence / self-esteem issues - and not just those with behavioural problems - that no one else wants. It was also important that the potential member wanted to be in the club, and that advisers had a large degree of control over the selection process - a point emphasised below:

"Some schools approach it [selection] as a solution to their behaviour problems. If they approach it that way it won't work. They need to look at the individuals and see what benefit it might have. We have some in xl [xlerate with xl] that need behavioural support, and others who need emotional support or help developing their self-awareness. I think that if the schools see it as a tool for increasing confidence, self- esteem, helping with behaviour and helping with attendance then it will work. But if they think right, we'll get all the baddies and put them in one group, it never works." (Adviser)

3.17. This approach does of course beg the serious question as to what happens to students who might well be suited to the programme, but do not put themselves forward for selection, or for whatever reasons are not selected, or there was simply no spaces. Indeed several headteachers said they could do with more xlerate with xl clubs in their school.

3.18. There was some concern (among students and advisers) that xlerate with xl didn't go beyond S4 and that this could suddenly leave students without support (including Christmas leavers). It was said that there was a need for continuing support for some of the students, possibly by an extension to the programme.

Communication and teamwork

3.19. Communication skills were also something that students felt that they had developed because of xlerate with xl. Students commented that group discussions encouraged them to speak in front of others and taught them how to express their views. Some students noticed that others in the group had come out of their shells and were now much happier to speak in front of other people:

"I learnt how to speak to people, to be nice on the phone, polite on the phone. I get quite shy with people I have never met in my life."

3.20. Some students said that their confidence in speaking out in the group had carried over to other lessons in school. The xlerate component was cited as a useful and effective way of developing communication skills.

3.21. Related to this is teamwork, another skill that many students said had improved as a result of the programme. Examples of activities that improved these qualities included: working together to transform a garden for a community project; making products for xlerate; putting parcels together for local senior citizens as part of a community project; outdoor activities, and residential visits. Moreover, teambuilding activities were some of the most popular parts of the programme.

Preparation for work

3.22. Students' comments on this varied from club to club; some could make a connection between improved skills and confidence and how this could help in a work situation, but others were not so sure. Their enthusiasm and enjoyment appeared to be to an extent linked to whether they could see the point of the activities and the relevance to their future. There was also quite a lot of variation between how much time clubs spent on careers activities, including visits to colleges and local employers. This is largely as a result of the flexibility advisers have in terms of the detailed session plans, which does allow them to tailor sessions to the particular needs of the group.

The holistic nature of xlerate with xl - an example

3.23. The case below illustrates how many aspects of the xlerate with xl programme contributed to a substantial increase in confidence for one girl - Mary (not her real name). When interviewed during the visit, Mary explained how xlerate with xl had boosted her confidence, and now she was able to talk and get on with many people both in and outside school. This was confirmed by other members of the group.

3.24. The adviser explained how this transformation had taken place:

Mary was very shy, introverted and not able to express her opinions in front of the group. Even when talking to adults she was very shy, with her eyes down and no eye contact. She gave very little response. If you asked a question, you got a yes or a no and she didn't like participating in any interactive activities, she didn't feel comfortable at all… She had low self-esteem and didn't feel good about herself.

One of the crucial things that we have done in the group is the feelings round. It has really helped Mary and others in the group. I think they recognised the skills that Mary had in activities such as the community project and xlerate. They realised that Mary was good at things and she got praise and encouragement for the things that she did do. It is very easy if you are in a group to sit back and not join in.

The ritual we have at the beginning of the session is that everyone has got to contribute, right from the beginning. It is a good way to track progress because you can see Mary say a few sentences and then say a bit more and start to get eye contact. It's something we do at the beginning of each session so it becomes a habit. Its a good way to look at Mary and see how her confidence has grown.

As a person she has developed and her personality is starting to come through… she is getting the confidence to express herself. She is not afraid to not conform. Mary now enjoys participating and she'll participate in anything we do.

In particular it's due to how she is viewed by the group. We get other group members to say something positive about others of the group. I think that's encouraging for quite a few of them to realise that that is the way other people feel about them.

We think feedback is crucial, not just from ourselves, but also from other members of the group. We play a game where you have statements like: the person who has become more confident in the group or most likely to put up a good argument in the group. We have these on cards and give them to the person they think who has earned it - so they get direct feedback. Mary gets really chuffed when she hears these things.

Mary played an active role in xlerate and was financer in the first [event], and buyer in the second. This probably wouldn't have happened at the start - she would not have taken part at all.

Xlerate component

3.25. Although xlerate-specific comments are reported in this section, it should be noted that for some of the clubs, xlerate was integrated with other parts of the programme. At the time of the visits, the advisers had completed xlerate at least once, and some were part-way through the revised version. In general, xlerate has been well received, although there were a number of problems, particularly with the original workbooks. Issues relating to the first version were only therefore applicable to these 10 pilot schools, and all the training for the non-pilot clubs was based on version two. This second version was produced in response, and in combination with, feedback from the advisers in the pilot clubs.

3.26. Most clubs felt that xlerate was an important and useful part of the programme, although there was considerable variation in how it was integrated into the overall programme. Some treated xlerate as a separate, distinct module, whereas others interwove it with other parts, such as Personal, Interpersonal & Team Skills; Citizenship, and Community Awareness.

"xlerate is a good part of the programme. It fits in well… They are learning basic life skills, things that are going to be important for them when they leave school, dealing with money and if they want to start their own business, what minutes are and how meetings are organised." (Adviser)

Benefits to students of xlerate

3.27. Students reported that xlerate provided a good opportunity to meet new people - adults in particular - and the notion of profit was attractive to some:

"…I liked the enterprise… because you can go off and sell things and meet new people - also making a profit, making a bit of money."

3.28. However, a few students did not think xlerate was helpful, largely because they saw the activities and skills as only being relevant to running a business in the future - something they believed they did not want to do. Put another way they may not have seen the generic nature of the skills which could be of use to them in the future - whatever that might be.

3.29. While there was general recognition of the potential benefits to numeracy and money skills, a large proportion of clubs felt that the accounts paperwork was not very suitable for their students ¹⁷. That said, several advisers told us that literally seeing the money coming in, and then being divided up, helped develop the idea of budgeting and overheads - something that can be difficult to explain on paper.

3.30. Students also benefited from seeing what they perceived as their work coming to fruition and being appreciated. For example, seeing people wanting to buy products that they had made or put together, and receiving positive comments from their customers:

"...the places we went to go sell, they were brilliant (parents evening, pupils in school, primary school fete)… selling it and them appreciating it"

3.31. What the profit was spent on had a significant impact on a number of students. One group used their profits to buy toys for a local refuge and enjoyed seeing the reactions when they delivered them, and felt pride in seeing something positive coming out of their hard work. The advisers also commented that the pupils are usually seen as disadvantaged and it was a good experience for them to help others who were less fortunate.

3.32. There were many instances of students benefiting from taking new and unfamiliar roles, for example, financer, manager or secretary. A number of students shone in their new role, which was not only a surprise to them, but also to their peers and the advisers.

"I was managing, jotting down what has been done and what needs changing, like doing a real business… needed to keep down a record of what was sold and what's gone wrong."

3.33. However, we were told that care needed to be exercised in the identification and allocation of the roles and, where appropriate, clubs did need to exercise discretion and flexibility.

3.34. For some students, xlerate with xl provided an opportunity to increase their kudos within school. We were told of one groups experience with a blind date show they had organised. This was a great success, with other students paying to watch it, and this helped raised their self-esteem and profile in the school.

Meeting student needs

3.35. In general, advisers felt that xlerate was suitable for the type of students on the programme. They found the 10 steps useful as it provided a clear format, but they would like to see more games and practical activities, and group work, for example, brainstorming and using a flipchart as a group, rather than filling in a product plan.

3.36. A number of advisers commented that the ethos of student ownership in xlerate can be difficult. The manual states: "Students retain control over the way in which products are marketed and sold, and they control the quality and standards of the business." Often it was found that students had difficulty coming up with realistic ideas and that they needed a lot of steering on how to run the company. For example, one club produced some candles which unfortunately failed a safety check. The positive conclusion from the students was that they should have sought professional advice earlier. In terms of making a profit, although all of the clubs we visited had been seen as successful, several advisers said as there was little emphasis on making a profit, had there been a loss, this would not have mattered too much.

Products / Services

3.37. In general, the YES products ¹⁸ were felt not to be very good. Many students and advisers thought they could get better items more cheaply (indeed many did); however there was recognition of the convenience and relative assurance of the products in the YES catalogue. There was general approval for the more recent option for clubs to be able to provide a service rather than selling a product, which for some had been difficult.

Timescale (xlerate)

3.38. Some advisers found that the time spent on xlerate was too long, and there was a general view that some degree of flexibility was desirable. For example, some students were much better doing short-term projects, which helped them avoid losing interest. In practice, this meant doing several projects over a three or four-week period. On the other hand, one school felt it best to run xlerate over a year, dipping in and out, and integrating it with other parts of the programme.

Student workbooks

3.39. When students were asked to comment on their least favourite aspect of xlerate with xl, almost all said completing the workbook. Many advisers stressed that most of the positive benefits from xlerate came from the practical activities, and not so much from the paperwork.

3.40. In general, advisers said they would like to have the flexibility to choose the most suitable materials, and where appropriate, adapt them to the individual needs of the students. One club in particular spent quite a lot of time revising materials - which in itself turned out to be beneficial to the students. (It should be noted that a number of these revisions have been incorporated in the newer YES materials.)

3.41. A number of alternative methods of presenting information were mentioned. These included story boards, photographs, video footage, taped discussions, and group poster / flip chart presentations. In essence, both advisers and students wanted to use a variety of means of recording and communicating information and evidence of their work.

Adviser manual

3.42. All of the advisers are supplied with a manual which provides details of the administrative and organisational aspects of running the club, as well as details of the various components and suggested approaches. A number of suggestions were made about possible improvements and additions to this manual, but there was no clear consensus - different advisers had different needs, and this largely depended on how much experience they had of xlerate with xl. For example, a number of new advisers would like to see more off-the-shelf lesson plans, while others would like to see more detailed examples of practical activities they can do with students. The xlerate 10 steps programme was, for many, a very useful and well-structured part of the manual, although as previously mentioned, needed to be used with an appropriate degree of flexibility.

Accreditation - SQA / ASDAN

3.43. Clubs (or the host school) were able to choose whether to use SQA Higher Still or ASDAN accreditation materials. The attraction of the SQA materials to the schools (and students) is that this will be recognised in their Standard Grade results, whereas the ASDAN award, although valuable in itself, will not be recognised in the same way. However, most advisers who had seen the materials felt that the ASDAN route was more suited to the xlerate with xl programme and their particular students. A number of advisers pointed out that they had to work on a one-to-one basis to complete much of the SQA materials which they considered less student-friendly.

Value for money

3.44. All the advisers thought that xlerate with xl represented very good value for money. One pointed out that if the students were not in the club, they would be in the school unit, which has a deputy head working with six students. Another school said that if it was not for xlerate with xl, some of the students might be involved in anti-social behaviour, which would incur costs for the police and the community. She also commented that the students attendance had improved, which saved the local authority support services money.

Advisers

3.45. It was felt that a relatively high staff: student ratio was needed for the programme to be effective. Many of the activities could be done only in small groups and most of the students at times needed one-to-one contact. It was also said that a team comprising a teacher and a youth or community worker was ideal, and where appropriate, they should be supported by appropriate classroom assistants ( i.e. those assigned to particular students).

3.46. The teacher / worker model provided a good balance between the more formal academic nature of xlerate with xl, and the need to address more personal and community issues - although this is not to say each adviser stuck rigidly to what would be perceived as their particular role. Moreover, this model allowed for substantial two-way learning between advisers, and even, to an extent, with other staff in the school.

Support

3.47. Necessary preparation time was the most frequently cited problem for advisers, both to plan sessions and to be able to meet with the other adviser (youth or community workers often had different work patterns from teachers). Several teachers said that more time was needed to plan xlerate with xl sessions than for ordinary school subjects. Beyond the school, a number of advisers said they had great difficulty taking time off for meetings and training events.

3.48. Generally, support and training from PTS and YES was well-received. In terms of specific training events, several advisers commented that some, for example xlerate, were pitched too high for their students. Many advisers felt they did not know much about the commercial world and there was a call for more business awareness training or events. Several advisers felt they could do with more specific training on how to work with difficult children.

3.49. Most clubs felt they were quite well supported by the head and senior management, who tended to recognise the value of the work being done. Other teachers' attitudes varied: some were positive, while others felt that xlerate with xl was rewarding bad behaviour with trips and other fun activities. One club in particular tried to address this issue by giving presentations about the club to the school staff meetings.

Measuring success and quality assurance

3.50. A number of advisers pointed out that the work they did was only a small part of the child's life and therefore it was unrealistic to expect sudden and dramatic changes in behaviour. Any changes, therefore, tended to appear small - but still could be very significant. Furthermore, several said that the real benefits would not be seen until many years later.

3.51. There was some concern over the limitations of the PTS reports on attendance and exclusions - in essence, these were felt to be too crude a measure of performance. For example, a student might be excluded (or not) for all sorts of reasons beyond the control of xlerate with xl, and in the same way, their attendance might improve for other totally unconnected reasons.

3.52. In general, the advisers would like to see other methods of measuring changes in student behaviour, for example, improvements in confidence or communication skills, or even simply whether they would now look people in the eye. They did recognise the difficulties of implementing such measures of softer skills and qualities. Several other suggestions were made, including: recording teacher comments in S2 and again in S4; more qualitative assessment by advisers throughout the course of the programme, and feedback from the students themselves.

3.53. In terms of a quality assessment framework, there was a general view that this should be done in a way that takes up very little time. One club suggested that this could involve using work that they are already doing, i.e. keeping lists of activities that have been done and noting what did or didn't work well.

Other activities

3.54. Most students thoroughly enjoyed the celebration day in Glasgow, with quite a few saying it was the best part of the programme. They enjoyed the activities, as well as meeting the celebrities, and also getting a chance to meet students from other clubs. For some, it was the first time they had travelled any significant distance from their home town. Advisers, too, commented that they found the day very useful for sharing ideas and experiences with colleagues.

3.55. The residential aspect provided mixed responses, with clubs falling into three camps. Some would not under any circumstances do such an activity with their students; others would like to do it but could not afford it or raise sufficient money. For those who did, there was universal agreement that it was a great success, and an extremely valuable activity.

STUDENT SURVEY

Introduction

3.56. The survey was first carried out in February / March 2005 when the students were in S3, and was repeated in November / December 2005 by which time they had moved into S4. On average this gave just over two terms between surveys. With one exception, all of the clubs who completed the first round of surveys also completed the second round. To help maintain reliability we have not used this club's first round data. This said, a brief analysis did not suggest that there were significant differences between this club and the others in the first round. In general we are reasonably confident that in the vast majority of cases those students which completed the first round also did the second, and although we have found a few anomalies where it appeared that we did not have matching data between the rounds, we do not feel that this affects the results in any meaningful way.

3.57. We received 209 and 202 complete and useable responses for the first and second rounds respectively. The vast majority of students answered all of the questions and it is reasonable to assume that on average the total number of valid responses is about 200.

3.58. The questions themselves were grouped into themes, although on the questionnaire (both on-line and paper-based) they were mixed up:

1. personal skills and qualities
2. social skills and qualities
3. overall views of the programme
4. educational needs
5. the programme modules
6. views on assessment
7. the wider picture
8. where next.

3.59. A full breakdown of the responses is given in the appendix. However, for the analyses in this section, the mean figures for each item (taken from the appendix) for S3 and S4 are reported. To aid clarity they have been reversed and scaled up to 100. This means that a score of 100 would signify total agreement with the statement and 0 total disagreement. We have also provided an average (mean) figure for the two, and as will be seen, in most cases there was very little difference between S3 and S4 for most of the items. As a general point we would say that the average figure provides a reasonable representation of the whole programme.

3.60. We also did t-test ¹⁹ analyses for all of the appropriate items. However, this revealed only one case where there was a statistically significant difference - by this we mean a level of difference which exceeds the commonly accepted threshold (P<.05) ²⁰. While this is of course not to say there are not significant differences with other items, great care should be taken not to make invalid comparisons. For example, a response of 78 one year and 81 the next may well not be significant in any sense, and may be just simply natural variation. Furthermore, if any responses are of particular interest we would urge readers to consult the appropriate distribution tables in appendix 2 and 3..

3.61. Although comparisons can be made between questions, either within or between the groupings, again care should be taken. There are many reasons why scores may differ between items, such as the terminology we have used, or the timing of the particular activity; for example, the students might have been commenting on activities which had occurred a year apart.

Analyses and commentary

Personal skills and qualities

3.62. This section looked at the views of the students as to how they felt the programme had helped them personally develop and progress.

Table 3.1 Personal Skills and Qualities

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement
Average is the mean of S3 and S4 and has been rounded to the nearest whole number

3.63. These are very positive findings and very much confirm what we have been told both by students themselves during the site visits, and by the advisers and headteachers, as well as the findings from parents as reported in the QA research. ²¹ Many of the xlerate with xl students were recruited because they lacked confidence and had difficulty coping in new and different situations, and these figures clearly show that they feel the programme will help them - indeed the number reporting that it definitely will not help, is negligible.

3.64. Quite a number of the students will have avoided taking responsibility and as we were told, many of the xlerate with xl activities allow them to take responsibility in a careful and controlled way - indeed a number excelled in their xlerate roles. Likewise, quite a number of the students on the programme would not be considered well-organised and used to planning ahead, and again, a very positive response was given. The two questions, on coping with new situations and thinking about new ways of doing things, refer to behaviours that can be seen as enterprising and are therefore linked to the broad aims of the DtS strategy.

Social skills and qualities

3.65. These questions look more at how the students felt they worked and interacted with others in the group, as well as with people more generally. An important part of this was felt to be communicating information.

Table 3.2 Social Skills and Qualities

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement.
Average is the mean of S3 and S4 and has been rounded to the nearest whole number.

3.66. Again, there were many very positive responses, particularly considering that many of the students were recruited because of a lack of social skills, including team-working. It is clear that many of the students felt that xlerate with xl was helping them to work with others - i.e. the softer skills - which are so often cited as lacking in young people leaving school. ²² It is also worth noting the positive responses to the questions relating to understanding - how other people see them and their understanding of others. This kind of awareness is an essential feature of a well-balanced and more rounded individual, and it is good to see that the students appreciate these more subtle aims of the programme. The responses to the questions about communicating ideas are also very positive, and again, it can be reasonably assumed that for many of the students on the programme this will have been a relatively unfamiliar skill.

Overall view of the programme

3.67. This looks in more detail at some of the general aspects of the club sessions and other people in the club.

Table 3.3 Overall View of the Programme

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement
Average is the mean of S3 and S4 and has been rounded to the nearest whole number

3.68. These findings suggest that the novelty hasn't worn off. After the first round we did expect to see some decline in the enthusiasm for the programme and clubs - but there is not a hint of that here. One of the most impressive findings is the number of students who say they get on with the advisers - just 2% said they did not. Again this was particularly impressive given that this view remained constant throughout much of the programme.

3.69. Besides supporting the view that the adviser / student relationship is the key element of the programme, this does perhaps give a hint of the needs of the students - i.e. in terms of the nature of the relationship. Many of the students were considered loners and it is interesting to find that most feel a part of the group - perhaps paradoxically, the responses from the site visits suggested that they did not like to be seen as being in a club. The support for the view that xlerate with xl will improve their work prospects chimes with other findings that the students are thinking ahead and are aware of their needs. Not surprisingly, and confirmed by these findings and anecdotal evidence from advisers, many students are keen to recommend the programme to their peers.

3.70. As well as the majority of the students looking forward to the sessions and presumably enjoying them, most importantly they can see a rationale behind the programme - i.e. that it will help them in the future.

Educational needs

3.71. These questions lead on from previous questions regarding seeing a purpose to the programme. For many of the students their formal education may not have been very satisfactory, and these questions consider their views on their own educational needs and aspirations.

Table 3.4 Educational Needs

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement.
Average is the mean of S3 and S4 and has been rounded to the nearest whole number.
* The difference was statistically significant (p<.05 ES=.22) ²³

3.72. Overall, the students took a refreshingly positive, and what could be described as a responsible view of their education in its broadest sense. It may be that many of the students recognise previous difficulties they have experienced in lessons and view the club as a way of overcoming these and moving forward. It is very significant that so many feel that the programme is able to help them recognise skills they need for the future, in particular given the many reports from employer organisations stating that school-leavers do not have the necessary skills.

3.73. The finding that the students view the programme as helping them to improve their school work and get on with other teachers suggests that many recognise this as a problem and, importantly, as something which needs to be addressed. It was particularly pleasing to see the significant increase, from S3 to S4, in the recognition that the programme does, they feel, help them get on with other teachers. Indeed this does support some of the anecdotal evidence we received.

Programme modules

3.74. There are six components or modules to the programme which take place throughout the two year period. We have combined the results from the two years, but it is the case that some students had not done all of the modules. Although the figures below are the percentages and therefore not adversely affected by any modules not yet done, care needs to be taken in terms of making comparisons between modules.

Table 3.5 The Programme Modules

Notes:
S3 and S4 are the mean responses by the students at the beginning and end of the period. 100 would signify all agreeing with the statement, and 0 all disagreeing
Average is the mean of S3 and S4

3.75. For most of the students the personal and team skills activities were the first they did and not too surprisingly are perhaps warmly remembered. Indeed on our visits many of the students were keen to talk about the activities they had done in this module. However, for a number of the students the citizenship (and community awareness) modules appeared less popular - it may be that these appeared less important and relevant to the students. Perhaps not surprisingly the hands on activities such as xlerate and the residential element were high points for many students. Again it is important to note that the students generally found the preparation for work activities helpful.

Views on assessment

3.76. These questions look at issues surrounding how the students view the assessment systems. We found that 52% of students believed that they were doing SQA awards, 28% ASDAN and 19% were unsure.

Table 3.6 Views on Assessment

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement
Average is the mean of S3 and S4 and has been rounded to the nearest whole number

3.77. We were a little surprised to find that quite a sizeable proportion of the students did not know which award they were working towards, in particular in the later stage of the programme. That said, it may be that those working towards one award would not have known about the other, so it is possible that some were confused by this question.

3.78. It is, however, very positive to see that so many enjoy portfolio work - indeed less than 20% were negative. The finding that most of the students feel that the award, which is based on their portfolio, will be of use is presumably quite an incentive. Indeed, it was a little surprising to find students were divided as to whether they did too much writing or not (around 67% were boys).

3.79. It should be noted that during the visits to the clubs the least popular aspect was said to be portfolio work, and it would seem that we are getting a different message here. It is difficult to know why this should be. One possible explanation is that boys in particular might be less inclined to admit to enjoying writing. But also the phrasing of the question here might have played a part - it is expressed in the negative, and these tend to produce odd responses. Had we asked "do you spend enough time writing?" we may have received a less positive response. Nevertheless, whatever the reason, it appears that students (boys in particular) are engaged in meaningful written work ²⁴, and this is impressive, given the difficulties of getting such commitment in other areas of the curriculum.

The wider picture

3.80. An important part of the xlerate with xl programme is helping students to become more aware of the wider world, and as well as this we were interested to see how interested their parents / carers were in the programme.

Table 3.7 The Wider Picture

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement
Average is the mean of S3 and S4 and has been rounded to the nearest whole number

3.81. It is good to see that the majority of students are positive about Scotland, and in particular that they feel it has a bright future. This is important given that they will almost certainly be living in the country, and that they feel there is a future for them. It would of course be very interesting to see how other similar-aged students would respond to this question. It is also good to see the high proportion of students who are aware of other xlerate with xl clubs - for many, this will have been as a result of attending the celebration days. We received very positive feedback from these events and it would seem likely that they add legitimacy to the programme, i.e. it is not just a club for a few children at their school.

3.82. The high proportion of students reporting that their parents / carers are interested in their xlerate with xl work is extremely encouraging. Parental involvement in schools is, in general, something of a problem nationally ²⁵, and clearly an interest in their children's work is an important step forward. This finding would also appear to support much of the anecdotal evidence from the advisers (and from some of the students during the site visits) as well as the QA Research (Gulc 2005). The final question is interesting. We had expected there to be a more positive response to schools after having been on the programme for a further 2 terms, particularly given the positive responses elsewhere. But still the finding is not particularly out of line with other results in the UK²⁶.

Where next?

3.83. The programme does aim to help the students identify future options, both in terms of work and further training or education.

Table 3.8 Where Next

Notes:
S3 and S4 are the mean of the responses and 100 would signify total agreement with the statement and 0 total disagreement
The responses do not add up to 100 as the students could respond to more than one item ( e.g. voluntary work overseas), and the statistical significances are not reported

3.84. The reduction in the number of students wanting to run their own business was a little surprising. This is particularly so, given the impetus of enterprise education over the years towards highlighting self-employment as a future option (as well as the xlerate component itself). Nevertheless, in our visits we did get the impression that not many students did in fact see themselves becoming self-employed. It may be that the programmes or components such as xlerate, in spite of being almost failsafe, did, however, show the students that running a business is a serious matter, and one not to be entered into lightly. Given the broader national implications, this issue might well be worthy of further investigation, and we would also note that the enterprise survey showed a significant reduction in the students' belief that there were opportunities locally to do the work they wanted.

3.85. It is also interesting to note the increase in students wanting to remain in education - a positive view, and we have little doubt that the programme (and advisers) has helped them to take a realistic view of their educational needs. In retrospect, it would have been useful to have split this question into " staying on at school" or " going to college", given the finding that they are generally not very keen on school. It might well be that for a significant proportion college is the answer. The reduction in students wanting to travel abroad is also interesting. In practice, most will in any case remain in their home area, but does this finding suggest a more realistic outlook on life - or perhaps a rejection of underlying dreams and aspirations?

Conclusion

3.86. The similarity between the two surveys, the first when the students were in S3 and the second when they were in S4 is quite surprising. Two broad observations should be made.

3.87. First, it does suggest a high level of reliability, in that the students took the survey seriously and thought carefully about their answers. Had this not been the case we would have expected to see wide variations in the responses between the two years

3.88. Second, given the timing, it suggests that the first responses were not over influenced by the novelty of starting xlerate with xl, or put another way, there being a honeymoon effect, which would wear off after a short period of time.

3.89. We are therefore confident that the figures ( i.e. the average) do give a valid and reliable indication of the students' views. And given the survey pattern (namely all of the pilot clubs and 30% of the others), it is reasonable to assume they represent a national or whole programme view.

3.90. In terms of the specific findings the responses are very positive in just about all the areas, and, if anything, there is an overall trend upwards - i.e. more positive responses, as the students pass from S3 to S4. It should of course still be noted that the responses are self-reported, and in many cases refer to the students own perceptions of their personal qualities, and as such may not necessarily agree with the views of others. This said, it is clear that the students themselves feel the programme does help improve many of the skills employers have found lacking in the workforce ( e.g. Communication, Team Working and Problem Solving), and at the very least this may well represent an important step forward for many of the students.

ENTERPRISE SURVEY

3.91. This second survey considers how enterprising the students are - again this was measured when they were in S3 and S4. It took place at the same time as the Student survey, with the first round starting in February 2005 and the second in November 2005. We have reported below the mean of the responses for the control group, the xlerate with xl group in S3 and the same xlerate with xl students in S4. Again we would caution against making simple comparisons between the groups and assuming differences exist when in fact they may well be due to normal variation.

Table 3.9 Enterprise Survey

Notes:
We received around 288 valid responses for the control and 192 for xlerate with xl
The figures are the mean of the responses. A score of 5.00 would signify complete agreement with the question, and 1.00 complete disagreement
* S3 to S4 statistically significant difference. p<.001 and ES = .80
** S3 to S4 statistically significant difference. p<.05 and ES = .21

A curious baseline - differences between the control and xlerate S3

3.92. There was surprisingly little difference between the control group ( i.e. similar students in the host schools and the S3 students in the WSA programme) and the S3 xlerate with xl students. The total enterprise score between the two groups (3.77 and 3.83) is very similar and statistically not significantly different ( i.e. p>0.05). The same is found when grouping the questions into the components of enterprise with one exception - curiosity. This scale was made up of questions 26 to 31, and this was found to be internally reliable with a Cronbach Alpha 0.74.

3.93. The mean curiosity score for the control group was 3.51 and for the xlerate with xl group it was 3.74 (p<0.001). This was surprising, and suggests that the xlerate with xl group are more curious than the rest of the S3 cohort, but with no significant differences evident elsewhere. Some, perhaps cynically, might suggest that curiosity or perhaps the misplaced variety is what got them in to the xlerate with xl group in the first place. While this would seem an interesting observation, regrettably, other than making a few observations such as this, the data does not really allow any further analysis - for example, what would we find over the course of the 2-year programme, how do students on other programmes compare? - and so on.

3.94. Looking at how the other year groups from the WSA research fared in terms of curiosity is interesting. In line with enterprise generally there was a decline from S1 to S3, but with little difference between S3 to S5, although it should be noted that S5 students have chosen to stay on at school and are therefore not a representative sample. The graph below plots the curiosity index, which is derived from the scale for the S1 and S5 students from the WSA schools, as well as the S3 non xlerate with xl students (mostly WSA schools), and the S3 and S4 xlerate with xl students.

Graph 3.1 Curiosity and Age

Notes:
The scores have been scaled to 0 to 100 for ease of interpretation. The higher the index the greater the curiosity score

3.95. The differences between the groups are all statistically different (p<.001) except between S5 and the S3 non-xlerate with xl and the S3 and S4 xlerate with xl groups. While it may not be completely surprising that students become less curious as they progress through secondary school (although perhaps rather disconcerting), this graph does show the potentially anomalous nature of the xlerate with xl students. Regrettably, as mentioned before, our data does not allow us to investigate this further.

3.96. In summary, with the exception of Curiosity, no real difference exists between the xlerate with xl group and their S3 counterparts in terms of definition of enterprise used here. It should be mentioned that this is not a proper baseline in the true sense of the meaning, in that the assessment was carried out during the second term that the students had been in the xlerate with xl group, and it would be reasonable to presume that some benefit had been derived in this time. It is also important to consider that the responses will in part have been influenced by the students expectations, which again will have been influenced by the time already spent doing xlerate with xl.

The change from S3 to S4

3.97. As with the differences between the control and S3, there is surprisingly little difference between S3 and S4. However, as with the Student survey, it should be noted that the time difference between the two surveys was relatively small, i.e. February / March to November / December ²⁷. Again, the generally high level of agreement in the results does suggest that the students were generally careful about how they responded. All in all, we do feel that the survey is reliable and that the results can be generalised to the rest of the programme. Ideally, it would have been good to have carried out the survey before, during and at the end of the two year programme; nevertheless there are still a number of important differences that should be highlighted.

3.98. In terms of the Curiosity dimension, we did not find a statistically significant difference (p=.079), although it would not be unreasonable to surmise that it had reduced, and that if there were more cases and a longer timescale, statistically significant differences would show (in line with what we have found with WSA).

3.99. One dimension that did significantly change is what we have identified as Vocational Confidence - from S3 to S4 this reduced. Looking at the components of this dimension, two factors showed up as particularly relevant. Firstly, xlerate with xl students were more (ES=0.21) positive about having ideas about the kind of work they would like to do, but against this, their views were far less (ES=0.80) positive with respect to there being the opportunities to do the kind of work they would like to do in their home area - indeed this was a very large shift.

3.100. This would seem to suggest that schools and / or xlerate with xl clubs are succeeding in helping students identify what they would like to do, but as they pass through school the students (or at least the xlerate with xl students) do not feel it likely that they will be able to pursue their vocational aims in their home area. Given that most will remain in their home area, this very much highlights a serious issue for many young people in Scotland.

3.101. It is interesting to note the response to the destinations questions (table 3.8). There was a significant reduction between S3 and S4 in the number who think they will run their own business - even though they have more ideas - with a similar number planning to remain in education. For those thinking of travelling abroad there was also a significant reduction, from about 25% to 12%. It is also interesting to note that one school in Highland had by far the highest proportion of potential travellers.

3.102. While this enterprise survey does provide some interesting insights into the students' attitudes and behaviours, the results and how they may be interpreted are very much constrained by the relatively short timescale between the surveys, and some of the potential differences do not show up - in statistical terms at least - because of the sample size. Put another way, if we had been able to survey all of the students on the programme before, during and at the end, we think that we would have found other notable differences and changes.

ISSUES ARISING

3.103. This section is primarily based on the relevant feedback from the two focus group meetings with the pilot group advisers; the two xlerate training events; the meetings with the coordinators, and other ongoing contact with the PTS and YES. For the adviser events (focus groups and training) short questionnaires were completed and, where appropriate, followed up with telephone calls. Notes and recordings were made during the meetings.

Advisers - Introduction

3.104. Key to the programme is the quality of the relationship between the adviser and the student, and we would want to make the point that we were very much struck by the care and commitment shown by the advisers to the students and to the programme. This point was echoed by the students' responses to the surveys. We would also make the general point that many of the advisers were doing more for the xlerate with xl students than just running the club, for instance, offering more general and ad-hoc advice and support during the school day.

3.105. Moreover, we felt that many of the advisers were, in marketing speak, Early Adopters, in that they were keen and enthusiastic, and enjoyed finding solutions to problems or challenges. While this was obviously good to see, it should, however, be considered with respect to the continuation and growth of xlerate with xl, and for this we do have some concerns. In essence, if the programme moves from being an innovative small-scale project into a regular mainstream offering, what will be the impact on recruitment and retention of staff?

Staffing model

3.106. There was very strong support for the teacher and youth / community worker model, as advocated by the PTS. In general we found that most clubs were able to operate in this way, with a teacher and either a youth or community worker, and it clearly provided a very effective team approach. On occasions we did find some clubs with just one or the other, and although, within the limitations of this evaluation, we did not find specific evidence that these clubs were not effective, it would still very much appear that the team model has far more to offer.

3.107. In terms of the main advantages of this model, we were told that the teacher had more direct access to and contact with other teachers and departments in the school. This can lead to specific resources and advice, and, where appropriate, the teacher is able to support other educational needs of the students, such as numeracy and literacy. For the youth or community workers, we were told about their contacts outside school. This can be of particular benefit to many of the students on the programme who have a long history of complex needs and problems which may be more effectively addressed from a home or community perspective. Also, they may be in a better position to help link such students to other support networks beyond their school-leaving age.

3.108. Moreover, from the students (and perhaps the parents) perspective, the two roles tend to be seen differently, with teachers providing a more authoritarian figure and the youth or community worker appearing more liberal. While in practice the evidence to support this simplistic stereotypical model is limited ( i.e. advisers were able to take different roles depending on the circumstances), the point is still perhaps valid, with some students and their parents (perhaps based on their own experiences) being happier to talk to one or other of the advisers.

3.109. We were also told that with this model, both the teacher and the youth / community worker could learn from each other. Furthermore, there were quite often occasions when other teachers or workers came into the club, possibly on a cover basis, and this would also provide learning opportunities for the staff.

Recruitment and selection (advisers)

3.110. In general, the experience of the co-ordinators to date is that the recruitment of advisers has not presented a great problem. Not surprisingly, much depends on how fully the school embraces xlerate with xl and, if the school is enthusiastic and committed, this will have a bearing and an influence on the recruitment. That said, we have heard instances of schools putting some pressure on staff to become advisers, which, given the nature of the work and relationships, might be of concern. The success of the programme is very much tied to a belief in the xlerate with xl principles, and to the ability of advisers to possibly adopt a different role from that which they may be accustomed.

3.111. While the recruitment of teachers was largely internal, i.e. being assigned to xlerate with xl as a part of their normal teaching duties, the recruitment of youth or community workers was varied. This point was strongly emphasised by several headteachers who highlighted the problem of youth workers who were all too often on a series of temporary or ad-hoc contracts, and being required to work in different locations at various times during the day. Besides making it very difficult to co-ordinate with the other adviser, it was difficult for them to get to know other school staff and build effective long-term working relationships. All contributors agreed that it was best for advisers to work with the same cohort of students throughout the programme, and therefore it is important that they have some degree of security of tenure.

3.112. While it was quite often the case that the teachers knew many of the potential members in the xlerate with xl clubs, it was less likely that a youth / community worker would have known them for the 2 years preceding the programme. In some cases, it was suggested that this might not necessarily be a bad thing, i.e. no preconceptions, however, most advisers felt it was better for them to have some background knowledge of the potential students. Indeed, as was pointed out, many of the problems are long-term and may have home or community aspects. In a similar way, there was support for the notion of advisers having some contact with primary schools (this is mentioned later, with respect to possible S1 and S2 programmes).

Training

3.113. We did not look in any great detail at the initial adviser training programme, but did nevertheless understand that most of the advisers were happy with it, and that there was an appropriate feedback mechanism. With respect to the xlerate component, we attended two training sessions in April and June 2005. These sessions took place over the course of a day and were offered at various locations around the country. The format and programme were the same for both day and were led by a trainer from YES. This trainer had a business background in manufacturing, and was able to back up theoretical parts of the programme with personal experience. The value of this was appreciated by the advisers.

3.114. Details of the history and development of xlerate were given, as well as general information on the principles of commercial enterprises. The sessions then followed the 10 steps and, where appropriate, a number of the practical exercises were carried out. PowerPoint slides and handouts were provided and during the relatively informal presentation, many questions were asked and clarification and expansion of points sought.

3.115. We were given very positive feedback by the participants, who mostly enjoyed the day and found it very useful. Many pointed out that they did not have a business background, that some of the terms and principles were unfamiliar, and that the day had helped clarify their understanding.

Support

3.116. Without exception, all the advisers we spoke to emphasised that a great deal of commitment and hard work was required for their role. Indeed, one very experienced adviser, a principal teacher, commented that in 25 years of teaching, being an xlerate with xl adviser was the hardest job he had ever done - far removed from what he described as the "cocoa and biscuit" image which tended to prevail in some staffrooms. While effective teaching is well-known to be hard work, there are important differences between xlerate with xl and mainstream.

3.117. The lack of departmental support can make it more difficult for less experienced staff. While many of the advisers clearly enjoy the relationship with the students, it can have its downside. For example, several mentioned the difficulty of taking time-off because of concerns that it would unsettle the group. The support from the headteacher and Senior Management Team ( SMT) is vital, both in general terms for the club and, more specifically, for the advisers, personally. A number of advisers said they could feel quite exposed and out on a limb.

3.118. In general, those advisers we spoke to felt that PTS provided very good support, primarily through the co-ordinators, although, as will be mentioned later, there were concerns about how many clubs could be looked after by each co-ordinator.

Planning time

3.119. A frequent point made was with respect to the lack of time to plan sessions, including meeting with the other adviser. The point was made that xlerate with xl sessions take just as much, or more, planning than other subjects where more off-the-shelf solutions may be available. Also, teachers and youth / community workers often have different working patterns, and therefore it can be difficult for them to meet. In some of the discussions, it was acknowledged that xlerate with xl was new and that the first year for most clubs was a steep learning curve, and that in subsequent years, it gets easier and more predictable. Moreover, it was said that even though sessions may be planned, it was quite often necessary to change and adapt because of particular circumstances.

A full-time job?

3.120. While those advisers we spoke to were enthusiastic about their work and felt that there should be more xlerate with xl clubs in their school (and other local schools), the general feeling was that it should not be a full-time job - both for teachers and non-teachers alike. They felt it important to have other roles within the school (or community) to help maintain contacts and achieve an xlerate with xl / life balance, i.e. the role could become too intense, in that it was necessary to give much more personally to an xlerate with xl group than, for example, a normal teaching group.

Personal and professional development

3.121. Leading on from the above, it was clear that the needs of advisers are somewhat different from those of other teachers and youth / community workers. While the experience might well be highly valued, there is no obvious next step or career path - indeed, as described by an adviser: "It's like being on secondment for 2 years". In terms of general training needs, it was emphasised that all advisers should be able to join in with school-based training events, as well as others offered by other relevant bodies, such as the local authority or the health sector.

3.122. A number of specific training needs were identified, including business awareness courses, and specialised training for working with disaffected children. Several advisers also said they would like to do short-term or part-time secondments within businesses, including SMEs (Small/Medium Enterprises), which were felt to be most relevant to xlerate.

Resources

3.123. Many advisers pointed to the difficulties they had getting suitable resources, both in terms of materials and accommodation. It appeared that there was great variation between schools, and the problem, as expressed by one person, was that the group had become like " wandering nomads who went from classroom to classroom and had to beg for basic materials". From the site visits and feedback at the meetings, it was very clear that xlerate with xl was most effective when the club had its own base. This helped instil the all-important feeling of ownership in the students, and from that, it was easier to develop in them a sense of responsibility.

Parental/carer involvement

3.124. There was very strong support for the notion of involving parents in xlerate with xl, and we were given examples of a number of instances where positive contacts had been made. However, it was clear that this was a difficult area for many clubs, even with regard to just making and maintaining contact, let alone getting any involvement. A number of reasons were put forward for this, including the fact that many parents of xlerate with xl students may not have had good previous contact with the host school.

3.125. Various strategies were put forward as to how this involvement might be increased. They essentially fell into two camps: first, increasing and maintaining contact at a very early stage of secondary school, including the transition from primary; and second, advisers being more proactive. It should be noted that one of the recommendations (3) from the DtS review group stated that 'All local authorities must design and implement a communications strategy for raising the awareness and commitment of parents and carers to Enterprise in Education".

3.126. With respect to the advisers being more proactive, a number of clubs made contact with parents at the beginning, or selection stage, of the programme. They tried, with varying degrees of success, to maintain contact, for example through leaflets and letters home. It is also the case that some of the advisers have a high profile in the school or locally, and are known to many of the parents, which can help. Suggestions were also made by a number of advisers and headteachers that the youth or community worker should have a specific responsibility to develop and maintain home and community contacts.

3.127. In terms of parental feedback on the programme, we did get some indirect views which were very positive, and have also been referred to a recent report, Impact Consultation with Parents Gulc (2005). This paints a very positive picture of the programme from the perspective of the parents. From the point of view of involvement, the report found that most parents were satisfied with the information they received when their children joined the programme, but would appreciate more ongoing information, such as progress reports - particularly anything positive.

3.128. Not surprisingly, they found that the flow of information very much depended on the students themselves, but importantly, most felt ( i.e. trusted) that the advisers would get in touch if necessary. It should, however, be borne in mind that the response rate for this survey was very low, and accordingly, it is difficult to know what the majority of the parents think. One positive finding from the survey was the high level of claimed awareness of the programme by the students - we did get some anecdotal supporting evidence from the site visits, but still the true picture is a little unclear.

xlerate module

3.129. Most advisers felt that the new YES module was a substantial improvement on the old xl enterprise module. There was good support for the basic structure of the programme (the 10 steps). The key advantage was felt to be that this structure and format allowed almost anyone to deliver the enterprise component effectively, even if they had little or no business knowledge or experience.

3.130. In terms of the resources, it was common ground that the first version of the workbook was not very suitable for quite a number of students, and that the second version was much better. That said, a number of advisers pointed out that it was still not suitable for some of their students and that they either needed a lot of help and direction, or the materials had to be adapted. Several suggestions were made, including making it less wordy and providing more illustrations.

3.131. With respect to the accounting system, there was comment that this was different from that taught in Business Studies / Accounting and that there would be benefit in using a common system. (It should, however, be noted that the xlerate model is very simple and basic, far more so than that taught in more academic subjects.) Furthermore, it was pointed out that in terms of abilities, the range of xlerate with xl students is vast - some may have substantial learning difficulties and others are capable of achieving a string of Standard Grades. Therefore, to produce a one size fits all resource is very difficult, or impossible.

3.132. Advisers liked the notion of their role being one of facilitator, rather than teacher (as is the case for other aspects of the programme), but nevertheless, several pointed out that it was difficult to let the students run the business entirely and that quite a high degree of direction was (or would be) needed. In a similar vein, several made an interesting comment that using such a structured approach could detract from the notion of enterprise, in that it does not necessarily encourage enterprising attitudes and behaviours, such as creativity and experimenting with new ideas. Conversely, it should be noted that enterprising qualities, such as team working and responsibility, are very much encouraged. However, perhaps more pertinent was the comment that the xlerate business model may be different from the kind of businesses that the students were likely to work in.

3.133. There was much discussion on when and how the module should be delivered. A few felt it made a good start to the programme because of the group work aspect and the clear structure, which was of benefit to both students and new advisers unsure of xlerate with xl. Others felt it should be the penultimate module, because it naturally leads into the world of work. Furthermore, there were suggestions that the various parts could be completed over a term or longer, and be integrated with other parts of the programme. It is very difficult to draw any firm conclusions as to what they felt was best, and it would seem the case that quite a number of advisers want to be able to deliver the module in different ways, with much depending on the nature of the cohort (and perhaps their own knowledge and skills).

3.134. Several advisers commented that selling products in their school (as well as in homes and communities) was difficult, partly because of lack of money, but also because there were other competing projects (including other xlerate with xl clubs). Moreover, the comment was made that the children weren't really selling, in that they were quite possibly relying on the goodwill of family and friends to buy the products.

3.135. There was widespread agreement that it made sense to be able to offer a service, rather than a product or products. However, it was difficult to see how some of the services offered fitted in with the xlerate principles, particularly one-offs, such as organising a school disco. Xlerate, we would suggest is about an ongoing business model which develops and emphasises concepts such as customer care and quality control - in other words, using feedback to improve the products or services. It is also worth mentioning that we were told of a number of projects which could be described as social businesses, for example services for elderly residents in the local area. Such a business can accord with the xlerate principles and provide good links with other aspects of the overall programme, for example the community project.

Work placements

3.136. The original proposals ²⁸ called for enhanced work placements, i.e. beyond those already being arranged by the host schools. However, there have been difficulties gaining the necessary support from schools for this to work as was intended, although we understand that in February 2006 there was a pilot programme in one of the schools. The view from a number of headteachers and advisers is that while these are desirable, with much depending on the individual needs of the students, there could be difficulties, certainly if a common or universal approach was adopted. As we were told, setting up and maintaining work placements is a major job in itself, and most schools have spent a great deal of time and effort cultivating local employers, and are therefore keen to retain control over the placements. Moreover, students attend the club for only three hours a week and have other lessons and commitments; therefore if they were to be out of school for whole days or weeks, this in itself could cause difficulties.

Terminology

3.137. Few advisers made the explicit link between xlerate with xl and enterprise in education; indeed, many had little knowledge of the DtS strategy and the programme's part in this. Once discussed, most advisers in principle felt that there was something of a natural synergy between DtS and what they were doing. One useful suggestion was that there could be a specific xlerate with xl part to the DtS website, with a possible link to the PTS site. It was felt that this could provide a useful source of information on what other clubs were doing (particularly xlerate projects), as well as details of resources.

3.138. The programmes name, xlerate with xl, has created some confusion, even among advisers. Indeed, for quite a number and for most headteachers, the programme is still referred to as xl. However, there was general agreement that the xlerate component had changed the programme for the better, and that this should be recognised in the name (also that this helped differentiate this new xl from that used in the rest of the UK).

3.139. Reference was also made to the term club. It was pointed out that many xlerate with xl students were not the sort of children who liked to think of themselves as members of a club (parallels were drawn with stamps and trains), in that they felt, certainly initially, that they had little in common with the other members. In general, group was felt to be a better term.

Club, school, PTS relationship

3.140. Some advisers are in a slightly unclear and occasional difficult position because of the tripartite arrangement between the school, the PTS and the club. While this can be positive, for example, giving access to different funding sources or training for advisers, there were concerns that this arrangement could cause difficulties. For the clubs we were in contact with, other than the odd grumble, we did not find any significant problems, but we do accept the point that there could be difficulties if xlerate with xl was adopted nationally. And many of those we spoke to agreed that a clear relationship between the parties was vital, particularly in terms of expectations and responsibilities.

3.141. Not too surprisingly, a number of advisers did not feel that they were in a good position to negotiate with the head on behalf of the club and looked for support from the coordinators. There was total support (including from headteachers) for a senior member of staff to act as the link to, or in some cases champion of, the club, and in general we found that this did happen.

3.142. Nevertheless, a number of advisers suggested that there should be clearer and more formal agreements between PTS and schools in terms of resources and operating principles ( e.g. service level agreements). This would clarify the expectations on the advisers themselves and reduce the necessity to have to negotiate, for example, with respect to recruitment and for resources. We were given examples where senior staff had, with varying degrees of success, sought to send other children (including new arrivals in the school) to join the club. It was common ground that once the group is established the club should be closed to any other students.

Before and after the programme

3.143. Interesting discussions took place about students in S1 and S2, particularly those who appeared likely candidates for the club. One school described how they used an ASDAN programme with some of these younger pupils, and a number of advisers felt there was a potential benefit to having pre-xl activities.

3.144. At the other end of the programme, there was much interest and support for the notion of an extension to xlerate with xl. Many pointed out that for quite a number of students, reaching the end of the programme was a problem and they need continued support (the problem of Christmas leavers was also mentioned, as they are in school, but not in the club). Perhaps not surprisingly, many of the advisers did provide some unofficial support to these students, but there was a strong feeling that there should be a more formal arrangement.

Feedback to PTS and programme development

3.145. Most advisers were happy that they could contact their PTS coordinator and, through them, feed back their ideas and concerns. However, several suggested that there could be a more formal process, for example an advisers' advisory panel, which could feed back along with the co-ordinators to the PTS (and YES) management, and, where appropriate, to the local authority and other organisations. It was felt that there was a great deal of knowledge and experience (with which we entirely concur) that could be drawn upon (formally) to contribute to the review and development of the programme. It was suggested that some of the difficulties of the initial version of the xlerate component could have been avoided if such a group had been in place.

Quality assurance

3.146. As of January 2006 the PTS is piloting a Quality Assurance Framework for xlerate with xl. Nine schools are involved and we have been provided with copies of the framework and other associated documents. We have also been given completed documentation and paperwork from three of the clubs. One of these had been identified as performing well, while the other 2 were having some difficulties.

3.147. The starting point for the system is the HMIeHow Good is Our School ( HGIOS), and How Good is Our Community Learning and Development publications. From these, a number of headings and themes have been identified as being relevant to xlerate with xl. The headings and references below cross-reference with the HGIOS (2002) publication.

QA Framework - Headings and Themes

(3.1) Teachers planning
Themes - Planning of the xl programme

(3.2) The teaching process

Themes - Range and appropriateness of xl adviser inputs to the xl programme, Strategies to promote an ethos of achievement and interactions between the xl advisers and xl club members, Clarity and purposefulness of questioning

(3.3) Pupils learning
Themes - Extent to which the learning environment stimulates and motivates xl club members, Pace of Learning, Personal responsibility for learning, independent thinking and active involvement in learning, Interaction with others

(3.4) Meeting pupils (learner) needs
Themes - Provision for xl club members with differing learning abilities and needs

(3.5) Assessment as part of teaching
Themes - Assessment methods, Use of assessment information

(3.6) Reporting pupils progress
Themes - Reporting procedures, Information given to parents and carers about each xl club members progress

(4.3) Curricular and vocational guidance
Themes - Promotion of xl club, Accuracy and relevance of information, Reaching the intended client group

(5.1) Climate and relationships
Themes - Sense of identity and pride in the xl club, Reception and atmosphere in the xl club, xl club member/xl adviser relationships

(6.1) Accommodation and facilities
Themes - Sufficiency, range and appropriateness of xl club accommodation and facilities

(7.3) Planning for improvement

3.148. From these headings and themes just under 200 specific indicator statements have been produced. These statements cover a wide range of functions, including those concerned with administration such as: " Worksheets and records are filed in order", or more organisational such as: " Parents, carers and xl club members are encouraged to make comments on written reports", as well as more operational functions such as: " xl club members are challenged by the activities". In essence these statements constitute something of an aide-mémoire of good practice, and for each statement there is a Yes or No tick box. The complete document extends to some 15 pages.

3.149. This list of statements, or framework, is used as the first step by the advisers in the summer term to identify any areas of weakness or where the indicator statements for whatever reasons are not being met. At the end of each section in the list is a Next Steps box for the advisers to complete and to identify areas of their work or the club which need further consideration.

3.150. At the next stage, some two weeks later, the coordinator meets with the adviser ( PTS specify a minimum of two hours for this) and together they discuss and explore the issues raised in the framework. At this stage they complete the Review Report which provides a brief summary about the club and the key points which are to be addressed. The relevant co-ordinator is responsible for ensuring the completion of this report and to meet with and feed back to, the designated senior member of staff at the school. The document is then forwarded to the PTS manager. This and the other reports are used by the PTS to review the programme and to provide feedback to the coordinators. Individually, the reports are further reviewed by the advisers and co-ordinators on a termly basis. So far, coordinators have been able to meet with the advisers and designated senior member of staff, although sometimes there have been difficulties having uninterrupted meetings.

3.151. As previously mentioned, this process is still at the pilot stage and the intention is to progressively roll it out in the near future, starting with those clubs which it is felt would benefit most. Feedback from clubs, via the PTS manager, has been positive, although co-ordinator time has been identified as a potential limiting factor in the full adoption of the process (some have more than 30 clubs to look after).

Performance monitoring system

3.152. A number of key performance indicators are collected on a regular basis throughout the programme. This occurs at 3 main points: at the beginning of the programme each student's attendance and any exclusions are recorded from the previous year ( i.e. S2), as well as details of any specific support plan. Towards the end of S3 and S4 attendance and exclusions are again recorded, and for each period the attendance for the whole year group is recorded. In addition at the end of the programme, for each student, their qualifications are recorded in terms of Credit, General, Foundation Intermediate and Access (but not ASDAN awards), as well as, where possible, final destinations ( e.g. staying on at school, training, working and so on).

3.153. In general, however, we did not find much support from the advisers for the use of attendance and exclusion figures as the basis of measuring the success of individual clubs, or indeed the programme as a whole. This is in spite of the common agreement that improvements in both are explicit aims of the programme. In essence, both advisers and headteachers felt that there was much more behind such figures, and that more sophisticated measures were needed. Moreover, several headteachers pointed out that there are many other initiatives aimed at addressing these kinds of issues and it is difficult to attribute cause and effect. However, it was also said that attendance figures could be used on an individual (or small group) basis, particularly when giving feedback to students - but that it had to be done carefully and with consideration of the broader context.

3.154. There was a lot of support for softer measures including from the PTS. It was felt that such measures could potentially capture much more about what was happening in the clubs that may not necessarily be immediately obvious - indeed, a number of advisers felt that such measures would be of use for informing and promoting the club among teachers in the school and among parents of potential students. In terms of the actual measures, factors which relate to the aims of xlerate with xl were felt to be particularly relevant, for example increasing self-confidence or team-working. There was also strong support for measures and assessment which went beyond the students leaving age, including not only destination data but also more qualitative indicators; i.e. how they felt about the programme after they had left. Some advisers mentioned examples of ex-students who were now successes and felt that this should be recorded and feedback given to schools and other bodies.

3.155. In terms of possible methods, on-line surveys were felt to be very useful and likely to produce meaningful and reliable results ²⁹. Some form of tracking process was also felt to be potentially useful, ideally from S1, through to students leaving the club, and beyond. It was suggested that Careers Scotland could help with this. It was also suggested that more use could also be made of student self-assessments, as well as more qualitative assessments by advisers and teachers in the schools - particularly at the beginning and end of the programme.

3.156. Currently, some student level self-reporting soft data is collected on a regular basis at the end of years 1 and 2 ( i.e. S3 and S4). This records: the intentions of the students after the programme; how satisfied they are with life; how effective the programme has been in terms of job prospects and life goals; whether they would recommend the programme to other students, and how much the programme has improved their skills in certain areas ( e.g. confidence, motivation, numbers, languages, computing and living skills). The questions are yes/no or on a 4-point scale. The results are passed on to PTS, but as we understand it, no detailed analysis is carried out. In addition, ad-hoc surveys and focus group type activities are undertaken by the advisers and coordinators with the students.

Issues surrounding NEET

3.157. As pointed out in the introduction, xlerate with xl does have a part to play in addressing the important national (and UK wide) problem of young people being or at risk of becoming not in education, employment or training ( NEET). This NEET group currently is considered to represent around 13% of all 16-19 year olds in Scotland ³⁰ - a figure which has remained much the same for a number of years. The main relevance of xlerate with xl is that a significant number of the students on the programme can be considered to be at risk of becoming NEET. This said, we met a number of students who were NEET in all but name, in that xlerate with xl was their only contact with education, and once they left school they would almost certainly become NEET.

3.158. First, however, we should point out that the issues and circumstances surrounding NEET are both complex and very long-term. The reason that the vast majority of those young people end up NEET is not because of some sudden whim or isolated problem, but rather due to many factors which have had an effect over a long period of time. Indeed, an alarmingly high proportion can be identified on entry to primary school or even before. It therefore follows that in isolation, xlerate with xl, or any other S3/S4 programme, come to that, can have only a limited impact. And while we have quite rightly been told many inspiring and poignant stories about how youngsters have been re-engaged in education through xlerate with xl, the reality may be somewhat less rosy. In effect, problems that have developed over a long period of time are very unlikely to be cured with a quick fix, particularly so late in the education day. Therefore, with these cautions in mind, a number of ways in which xlerate with xl may contribute to the NEET problem are considered below.

What might xlerate with xl contribute

3.159. Many aspects of the xlerate with xl programme have potentially an important part to play in helping to address the NEET issue. This includes factors such as an alternative curriculum, albeit for only a few hours week, but still this can help to keep the students engaged in the education process. Specific support is given to the students in terms of the transition to work and vocational education components. And in terms of personal development, many of the students take part in outdoor education activities or projects, as well as the development of personal and social skills, which is provided in the form of a specific module as well as a common theme which runs throughout the programme - largely through the interaction with the advisers. Many of the students take part in community and voluntary based projects, in some cases as specific programme components, but also as part of the xlerate project.

3.160. Taking these points further, we would say that xlerate with xl can help address the NEET problem in three main ways:

• preventative
• joined-up working
• the next generation

3.161. Preventative - while no programme can, of course, guarantee to prevent students becoming NEET, a number of factors associated specifically with xlerate with xl may help. The programme takes a very holistic view of the young people and their needs, and also provides a wide range of experiences. And while the combination or mix of factors which may prevent NEET cannot be precisely identified (and would in any case vary from student to student), it is possible that something or some combination of factors from the programme might have a positive impact. This, we would suggest, is more likely with xlerate with xl than with a narrower, more specialised programme ( e.g. Outdoor Pursuits).

3.162. Furthermore, the key to the success of xlerate with xl is the relationship between students and advisers, and while this is true of any effective programme, the relationship here is perhaps a little different. For example, it is relatively long-term (at least 2 years), and in many cases the adviser will have known the student for a lot longer. Also, the student has had to apply to join the club, rather than being sent, and this in itself may well instil a greater level of commitment - indeed the psychological contract works both ways, with the adviser having given a commitment to the student by virtue of accepting them on to the programme.

3.163. The fact that xlerate with xl is school-based, rather than an off-site provision, has a number of potential advantages, including far less of a perception of being different, or rejected. While a few (indeed very few) students may genuinely not want to be in school, the vast majority, including, we would suggest, those who end up NEET, would much rather be a part of the school. This view was expressed by a number of xlerate with xl students who recognised the difficulties they were having in school, but there was no suggestion that they would rather have been excluded. And, of course, very few excluded children ³¹ ever properly re-integrate back in education, and therefore tend to become NEET by default. Indeed, as was pointed out to us, xlerate with xl is, for some, a safe haven and one from which a return to being a full member of the school is far more realistic.

3.164. While specific detailed plans may be drawn up to help children at risk of NEET, we were told of several instances where advisers relatively easily, and at short notice, were able to make alternative or informal arrangements for their students. For example, as previously mentioned - an adviser effectively being on call to students who found themselves in difficulties, and, in a similar way, an adviser being able to arrange for a student to re-join a class which he had not been attending for a long time. In essence casual or informal arrangements, or simply try-out sessions, can quite easily and quickly be made or setup. The nature of these students (indeed of most teenagers) is such that the right moment often has to be grabbed, and school-based xlerate with xl advisers are relatively well placed to do this.

3.165. Joined-up working - much research ³² makes mention of the community aspect of NEET prevention. xlerate with xl would seem well-placed to instigate or contribute to such an approach - essentially because it is already a part of the local community. The club, by definition, is in the students' home community, unlike some other programmes. Moreover, this is the community that the students will almost certainly end up in when they leave school, and there are clear advantages for most students to learn about their community (and vice versa) while at school. Furthermore, a number of the programme components are specifically directed at the local community, and could conceivably lead to future training or employment options.

3.166. Indeed, the community and other agency influences may go further. NEET is a long-term problem, and it would seem advantageous to have the involvement and support of many groups and organisations throughout the students' childhood and later life. The advisers are likely to be well-placed to make and maintain appropriate contacts, including with the primary schools and other agencies - indeed, as we were told on several occasions, they knew some of the families.

3.167. We were also told of a number of instances where xlerate with xl students worked with younger pupils, either in their school, or in some cases in local primary schools - in effect, carrying out cross-age peer tutoring or mentoring. Such activities can have quite a profound and positive impact on the students, and again, a school-based programme such as xlerate with xl will have a number of advantages, in terms of being able to organise such activities.

3.168. The next generation - of concern is the fact is that a high proportion of potential NEET students had NEET parents. Therefore, it is quite likely that within the clubs there are a number of future parents who will potentially have NEET children. As mentioned before, many of the influences in the early years will have an impact on the likelihood of a child becoming NEET. Therefore, it would seem that xlerate with xl clubs are in a good position to have a positive impact on these future parents - possibly even to break the NEET cycle. This is particularly so given the very high quality of the relationship between advisers and students - as we have seen, students do hold advisers in high esteem, and this puts the advisers in an important and influential position.

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