The Scottish Government

Strong within all schools interviewed

Wide range of activity in operation, including:

• Pupil PDPs as part of approach to integrated assessment; self-assessment encouraged from 5 years onwards
• Problem solving focus - 1 school intimated that greatest impacts, here, might be felt among those who were already strong in this area
• Heightened focus on opportunities for pupils to present the school to others ( e.g. parents invited in to learn about topics and activities)

• more considered and focused working with FE and other schools
• giving schools the scope to be creative with the curriculum - content, teaching and learning approaches
• Special school - 'spreading wings' more and working with mainstream schools
• Special school - more focus on transitions from school (and more activity with FE and WBL)
• Special schools (generally) - DtS is not a new concept; SpSs have always had to be inventive and creative in how they apply the curriculum to suit their pupils' needs. Some HTs felt that DtS simply legitimised the activity and approached which were already in place in SpSs
• Moving away from a 'project-orientation' towards DtS, to one which is more embedded across curriculum. Pre- DtS, some schools viewed the enterprise agenda as 'working with YES' in a discrete project basis
• DtS has allowed schools to given the enterprise agenda greater priority
• With (current) greater emphasis on financial support for DtS, this has encouraged schools to be more inventive in how they work with enterprise. In some cases, this has encouraged schools to expand their horizons and to work on an international level with new partners. This has broadened the perspective of pupils of learning about new cultures and ways of life beyond Scotland
• Special schools - less 'hand-holding' - e.g. for WBL, encouraging the pupils to take responsibility for their placements - organising travel arrangements; timescales; early discussions with providers. Previously, the school staff would do this
• Some schools noted an increase in the amount of, and interest in, extra curricular activities, especially with those pupils who would ordinarily not have engaged with some activity
• More impetus to engage with business - 1 school has 'pushed' for greater business involvement and now enjoys strong partnerships with 2 banks

• No schools had formal M&E mechanisms in place
• Several schools commented that, in the absence of a national 'plan' for what DtS is to achieve, it is not possible to measure what is has achieved
• About half of schools identified this as being a constraint in: 1) evidencing what DtS is achieving for the school and 2) identifying areas for development / improvement
• Most schools had attempted to use or were using the HMIeQIs ( HGIOS) for Enterprise. Only 2 schools found these useful in tracking progress (identifying strengths and weaknesses) and offering a framework for improvement. All other schools found the QIs very limiting in the direction they offered for EinE and felt that the 'content' of the QIs did not fit with the ethos of 'distance travelled' which DtS promotes
• One school noted that a recent HMIe inspection had failed to note at all how the school was applying and developing its enterprise agenda. This seemed to act as a 'signal' that an enterprising school ethos is less important than the more traditional routes to attainment
• Some evidence of working gps / committees to oversee DtS but these appear to be focused on activity and spend
• Most schools noted informal approaches to M&E - requesting feedback from staff, pupils and partners; questionnaires. Assessments of success and value were usually informal and subjective
• Many schools had undertaken 'audits' of DtS activity. Some of these assumed that this was sufficient to describe the school's approach to M&E of DtS
• There also appeared to be no / very little M&E activity related to staff CPD

• DtS has acted as a catalyst for many schools to review their approach to CPD - what are the objectives and what should be the content?
• A wide range of CPD activities and programmes in place
• HTs were generally strong advocates for the value of CPD for DtS, especially in developing new approaches / styles to teaching and learning
• Some HTs identified a level of resistance form staff to engage with DtS-oriented CPD. This was generally associated with an apparent lack of understanding or willingness to accept the ethos surrounding DtS, and implications for teaching and learning styles
• One school was dedicated to a 'self-empowering learning' course, to focus on different teaching and learning styles
• One school was focusing DtS efforts on ensuring that staff were exposed to a range of 'tools' for identifying pupil learning styles and teaching needs. Some of this was focused on applying different diagnostic tools

• This will be mainly picked up in case study work
• 1 school noted that - since DtS - the approach to school management has become more devolved
• 1 HT noted that management responsibility for DtS is best linked to middle management as this is the most appropriate level to facilitate and monitor implementation

• 1 HT noted that having confidence in pupils - their abilities and how they will engage with DtS - is a prerequisite to reaping the benefits of what DtS can bring to the school
• Most HTs commented that DtS has allowed for the pulling together and co-ordination of separate programmes and activities, under 1 banner. This 'critical mass' was felt to offer DtS a higher 'status' than the previous enterprise agenda

• All HTs were positive and enthusiastic about DtS
• Where DtS is not perceived to be a radical departure for what the school was doing pre- DtS, this seems to impact upon staff acceptance of the agenda. Where it is perceived as something 'new' and additional to existing school working / life, resistance is more evident. Much of this seems to depend on how the HT articulates and defines DtS and 'packages' this to the school staff

• Many HTs referred to 'enterprise' as a way of working as opposed to discrete activities, which could be defined within a 'make and sell' approach to working. As such, HTs would claim that 'enterprise' permeates the curriculum, through encouraging pupils to adopt styles of learning, ways of working and related attitudes and behaviours
• There were also various examples of specific projects which schools had undertaken with a strong 'business enterprise' theme - e.g. projects sponsored by business, the setting up of initiatives requiring roles and functions akin to the world of work. A key feature of such work was the school's focus on encouraging pupils to take responsibility for organisation and decision making and to allow a level of 'freedom' in learning which contrasts very obviously with traditional approaches to learning ( e.g. passive pupils and less flexibility in learning and teaching modes)

• This did not feature strongly in the information provided by HTs, especially at PS level. It is unclear the extent to which CIG is a fully integrated element within the school curriculum, even within those schools who have fully embraced an enterprising approach to school culture, ethos, teaching and learning
• One school had university students come into the school to talk to pupils about HE choices and the need to consider what skills, attitudes and learning are required for different types pf work

• All schools noted that they had moved beyond treating the enterprise agenda as an 'add-on' or isolated or compartmentalised element of school life.
• Indeed, many HTs defined DtS as a way of working - a philosophy and approach centred around nurturing and developing the right skills and attitudes, in preparing pupils for the future
• It was clear that the HTs spoken with have seen their own views and approaches to enterprise evolve over a number of years, from pre- DtS, when schools tended to define the enterprise agenda from a 'make and sell' perspective

• While some HTs had established relationships with business partners (usually established pre- DtS) it was clear that many schools are still struggling with the purpose of such engagements - what contributions can business make? How should this be managed? Who serves to benefit? How can this be measured?
• Contributions to the DtS agenda from the wider community were less evident ( e.g. community groups, parental engagement)
• There was also little evidence of schools working with businesses, with the purpose of staff development ( e.g. shadowing or staff placements)
• Business involvement or role in feedback or evaluation relating to DtS was also very much limited to informal and ad hoc feedback, usually on the basis of requests from schools. There was no evidence of systematic monitoring of assessment of business input to DtS or any indications that such activity was driven by business

• Health Promoting Schools (1 school)
• Columba 1400 leadership programme for schools
• Make It In Scotland

• Endorsing a 'can-do' attitude and a more practical focus on preparing pupils for life beyond school
• Empowering pupils to play a lead role in their learning
• Encouraging pupils to take responsibility to drive their own futures
• Valuing achievement as much as attainment
• Building a skills base with the future (life beyond school) in mind
• 'Teaching pupils rather than teaching the curriculum'
• skill-building programme - confidence, communication and presentation
• 'energising enterprise within the curriculum'
• bringing out the creative potential of pupils and preparing them for the world of work
• encouraging pupils to see themselves as part of the wider community

About half of the HTs spoken to defined DtS beyond its impact upon pupils and noted its impact upon teaching:

• changing attitudes to teaching and learning
• encouraging schools to have a more practical focus to education
• 'not just about pupils - about teachers, school managers, parents and industry'

• No clear evidence in any school that DtS has contributed to attainment results. HTs unable to quantify the extent to which a causal relationship can be assumed
• However, all HTs feel certain that DtS does encourage an ethos of achievement which impacts positively upon pupil learning

• Most HTs noted - too early to tell
• All schools said they found this difficult to quantify
• Special school - pupil confidence and communication; trying new things
• The general atmosphere and ethos of the school - 1 school commented on 'new' pupils and parents often coming to the school with a less confident and self-assured approach to learning. This is in sharp contrast to the existing pupil-base
• All schools noted a greater enthusiasm for school and learning among pupils; pupil willingness to get involved in school activities; greater levels of pupil confidence
• Teaching styles - encouraging staff to adopt different approaches and styles
• Social skills of pupils

• Pupils are more confident in approaching others and working in teams, even with those outside of the school environment (pupils from other schools; FE and business contacts);
• Noted pupil confidence in 'stating their case' and feeling valued as part of a bigger group effort
• 1 HT noted that pupils are now more willing and able to co-ordinate team efforts to get tasks done ( e.g. fund-raising activities; organising concerts)
• seeing different levels of engagement - e.g. pupils on work placements allows them to work alongside different people
• PS pupils - willingness of P7 pupils to work alongside and support P4 pupils

• Pupils are less reliant on guidance from staff; more adept in how they approach their work;
• Increased levels of 'ownership' of own learning
• Pupils more involved in planning their time
• School Council - 8 pupils required to plan and organise school events
• Pupils encouraged to generate portfolios of learning and to reflect on their 'learning journey'

• Using methodologies to work out solutions independently
• P3 class made a video: experienced a range of problems / set-backs and demonstrated resilience and 'can-do' approach to addressing these
• Some concern expressed by 1 HT that this area serves to benefit those with existing skills
• PS pupils set up a healthy eating tuck-shop - worked independently on how to stock it, opening hours, responsibilities and how to work together

• Noted by some HTs as the biggest area of improvement - being able to communicate with different people for different purposes
• Involving pupils in decision making through committees. Pupils find this difficult, initially, to 'find their voice' but impacts on confidence are noticeable. Now happy to present ideas and thinking in conferences / to adults and others. Evidence that pupils are developing strong self-assurance
• SSHT noted that some pupils were involved in making a film with the support of a director. Pupils presented ideas in very innovative ways
• School Improvement Committee: encourages pupils to put forward views for ways to improve the school
• PS pupils - letters to local press to raise awareness of local events

• Noted by some HTs as having the greatest impact upon teaching staff and the approaches / methods and styles they adopt
• Pupils encouraged to use individual learning plans to plan for and reflect on learning

• HTs found this changes / improvements in confidence more difficult to articulate and evidence, although this is part of all other themes
• DtS (and associated funds) have enabled schools to make links with international partners. This has broadened the horizons of pupils and facilitated confident 'connections' between pupils and these partners
• SS pupils - less able group of pupils organises a fund-raising event and delivered the money raised to a charity. Event was highlighted in school newsletter. Felt to have had a very positive impact upon pupil confidence

• HT in SpS - huge impact; DtS has encouraged the school to broaden horizons in working with partners who will help to facilitate the transition to life beyond school. This increased focus and support is felt to impact positively on the success of the 'transition' to life beyond school

• No HT was able to evidence this. The causal links between DtS-attributed changes and improvements could not be linked to improved curricular attainment

• Most HTs noted that no single group benefits from DtS more than any other group of pupils
• 1 school - shyer children perceived to have benefited more from being encouraged to contribute and become more involved in group work and the life of the school
• younger pupils (within 1 SS)
• the less able pupils (several schools)

• Key impacts were felt in how pupils engage with the school - their willingness to be part of the school organisation and involvement in the 'life' of the school. Also, pupil motivation, confidence and attitudes
• One HT noted improvements in attendance since driving forward DtS
• HTs generally noted that changes were evident in how teachers assessed informally the progress and development of pupils - e.g. teachers noting examples of when pupils have indicated willingness to take new responsibilities, take risks in trying out new ways of working or approach to working with others. There was a general feeling among HTs that these achievements and examples tend not to 'fit' with more traditional 'attainment reporting' mechanisms. This seems to undermine the value of this type of skills and learning
• With teaching staff, HTs noted that there was greater willingness to enable pupils to become the key influencers in their learning - i.e. that teachers were applying teaching styles which encouraged a more pro-active stance on the part of the pupils. One HT referred to this as a more 'democratic' ethos which was empowering and motivating for pupils
• 1 SS commented that the ethos of DtS (and associated approaches to CPD, learning and teaching) were allowing teaching staff to develop the skills to become effective managers
• Most HTs demonstrated a 'leap of faith' stance in relation to the value and importance of DtS. There was resounding agreement that an 'enterprising approach' to teaching and learning has a positive impact upon school relations (internal and external) and creates the right learning environment for pupils to learn and develop
• Most HTs subscribed to the view that 'impact' of DtS might be felt on pupil achievement, and not necessarily improved attainment - i.e. 'distance travelled' is almost tangible despite no clear links to progression in attainment for one level to another, across curricular areas
• All HTs struggled to identify how any changes in attainment could be attributed directly to DtS, although there was an implicit acceptance that the ethos of DtS is a powerful catalyst for releasing pupil potential and so impacting upon attainment. However, the causality of the relationship between the 2 remains unclear