The Scottish Government

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement - head teacher interviews and case studies
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - awareness / views of DtS: involvement with DtS; your work with schools; communication; school's approach to DtS and what is it achieving

Definitions and views of DtS / EinE:

What does DtS mean to you?

What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

Background to Becoming Involved with DtS:

How and when did your involvement with the EinE agenda happen? (pro-active or reactive) Were you involved in the agenda prior to DtS? What did this involve?

Do you work with more than 1 school?

Involved in any other local or national groups related to DtS?

Reasons for involvement? Are reasons being realised?

How You Work with the School:

How much of your time is spent in supporting the school?

Is there a planned approach to your involvement with the school? How does this operate?

What types of work / activity are you involved in, in supporting the school? (talks to pupils in school; placements; visits; curriculum planning; supporting staff development / CPD)

Are students receiving career advice / support on options after school? Do you play any role in this? How?

Which year group(s) do you work with?

How were the activities and year groups chosen?

Who drives this and to what extent can you influence / change the way you work with the school?

What linkages do you have to the school's other partners in DtS?

What - if anything - would you like to see happening to make your partnership with the school more effective? What is preventing this from happening?

Overall, do you share the school's philosophy regarding how they approach the DtS agenda?

Do you believe that the school is involving all pupils in its DtS work?

How effective are your relationships with the school - head teacher; management; staff and pupils?

Is it your impression that the whole school is heading in the same direction with DtS and that all players are committed and involved?

Communication:

To what extent are you aware of the school's vision and approach to DtS? How readily available is this information?

At what stage in your involvement with the school was this communicated to you?

Are you aware of the recent events and advertisement campaign on DtS run by the Scottish Executive? Did you receive information and leaflets? (If so, what?)

What other information have you received/ seen? From the Scottish Exectuive, from the LA?

Achieving Outcomes:

Is there evidence that the DtS agenda is delivering clear results for the school? What is being achieved?

If you worked with the school before DtS, is there any change in what the school is achieving for pre to post- DtS?

In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours)? (ONLY USE PROMPTS BELOW IF PARTNER HAS A STRONG INVOLVEMENT WITH THE SCHOOL)
Working with others?
Personal effectiveness?
Problem solving / creativity?
Communication?
Approach to learning? Confidence?
Life beyond school?

What are the key drivers / influencers of these outcomes?

Which group(s) of pupils are benefiting and how?

Do you believe that DtS is impacting upon pupil attainment? Which areas? How is this being realised?

Partnerships:

How is the school developing partnerships with each of the following to deliver DtS - businesses; local community; parents (public, private, voluntary, learning providers, other organisations such as museums)?

How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

General:

Biggest challenges and barriers? (perceived or real)

Examples of good practice?

How would you describe the school's EinE awareness (as compared to awareness pre- DtS)?

How would you describe the school's EinE / DtS activity (as compared to activity pre DtS)?

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement - head teacher interviews and case studies
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - awareness / views of DtS: involvement with DtS; your work with schools; communication; school's approach to DtS and what is it achieving

Definitions and views of DtS / EinE:

What does DtS mean to you?

What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

Background to Becoming Involved with DtS:

How and when did your involvement with the EinE agenda happen? (pro-active or reactive)

Do you work with more than 1 school?

Involved in any other local or national groups related to DtS?

Reasons for involvement? Are reasons being realised?

How You Work with the School:

How much of your time is spent in supporting the school?

Is there a planned approach to your involvement with the school? How does this operate?

What types of work / activity are you involved in, in supporting the school? (talks to pupils in school; placements; visits; curriculum planning; supporting staff development / CPD)

Which year group(s) do you work with?

How were the activities and year groups chosen?

Who drives this and to what extent can you influence / change the way you work with the school?

What linkages do you have to the school's other partners in DtS?

What - if anything - would you like to see happening to make your partnership with the school more effective? What is preventing this from happening?

Overall, do you share the school's philosophy regarding how they approach the DtS agenda?

Do you believe that the school is involving all pupils in its DtS work?

How effective are your relationships with the school - head teacher; management; staff and pupils?

Is it your impression that the whole school is heading in the same direction with DtS and that all players are committed and involved?

Communication:

To what extent are you aware of the school's vision and approach to DtS? How readily available is this information?

At what stage in your involvement with the school was this communicated to you?

School's approach to DtS / EinE:

How does the school's ethos - past and present - fit with DtS?

General views on school's resources to deliver DtS (support, staff and skills, funds, infrastructure, partners)

Secondary schools - age 14 or over - how is school addressing work-based vocational learning agenda?

Secondary schools - to what extent do teachers understand the concept and value of work-based vocational learning?

To what extent is the school aiming to achieve parity of esteem between vocational and academic qualifications

Is DtS / EinE work viewed as a series of '1-off' activities / discrete elements of curriculum or part of everyday school life, across all curricular areas?

How easily / readily can EinE be integrated into the curriculum?

Achieving Outcomes:

What evidence is there that the DtS agenda is delivering clear results for the school?

If you worked with the school before DtS, is there any change in what the school is achieving for pre to post- DtS?

In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours)? (ONLY USE PROMPTS BELOW IF PARTNER HAS A STRONG INVOLVEMENT WITH THE SCHOOL)
Working with others?
Personal effectiveness?
Problem solving / creativity?
Communication?
Approach to learning?
Confidence?
Life beyond school?

What are the key drivers / influencers of these outcomes?

Which group(s) of pupils are benefiting and how?

Do you believe that DtS is impacting upon pupil attainment? Which areas? How is this being realised?

Partnerships:

How is the school developing partnerships with each of the following to deliver DtS - businesses; local community; parents (public, private, voluntary, learning providers, other organisations such as museums)?

How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

General:

Biggest challenges and barriers? (perceived or real)

Examples of good practice?

How would you describe the school's EinE awareness (as compared to awareness pre- DtS)?

How would you describe the school's EinE / DtS activity (as compared to activity pre DtS)?

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - definitions and views of DtS; school's approach to M&E; partnerships; achieving outcomes; general; school's approach (this is more operational, so less of a priority with HTs)

Definitions and views of DtS / EinE:

1. What is your understanding of DtS?

2. How have you shared this with the rest of the school?

3. What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

4. Has involvement with EinE changed the way you manage the school ( e.g. different roles, curricular content, teaching and learning methods, level of devolved working, CPD)?

School approach to M&E of DtS / EinE:

1. Is DtS included in the school development plan?

2. If yes, how does the Plan define what is intended for DtS to operate across the school?

3. How clearly has LA / school articulated a definition (aims, objectives and outcomes) for DtS / EinE, and how do M&E mechanisms report on this?

4. Are LAs / schools using M&E frameworks to monitor and assess DtS activity and outcomes?

5. How do you report what you're achieving from DtS?

6. What assessment tools are schools using ( e.g. observation, presentations, peer and self-assessment)?

7. Are LAs / schools using diagnostic tools since becoming involved with DtS ( e.g. Mindscreen) and with what results?

8. Does the school use the HMIEQIs for self-evaluation? How helpful?

9. To what extent does this measure activity and to what extent outcomes?

10. Do you seek feedback from external partners e.g. businesses regarding the approach and effectiveness of school's orientation towards EinE?

Partnerships:

1. How is the school developing partnerships with each of the following to deliver DtS - businesses; local community; parents; other organisations ( e.g. museums)?

2. How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

3. Types of external visits linked to DtS?

4. How do you recognise / celebrate good working relationships with partners?

Achieving Outcomes:

1. Is there evidence that the DtS agenda is delivering clear results for the school?

2. In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours):

• a. Working with others? ( e.g. co-operating; leading in a group; listening to and helping others; giving and taking advice; using other peoples' contributions)
• Personal effectiveness? ( e.g. planning and organising your learning; making decisions; being independent; managing your time; reviewing your own learning )
• Problem solving / creativity? ( e.g. turning an idea into action; looking at things from different perspectives; persevering / sticking with things, even when it seems very difficult; thinking about how to approach something in a different way)
• Communication? ( e.g. presenting your work or ideas to others; influencing other people; thinking carefully about the words and language you use; being aware of the signals you give by body language)
• Approach to learning? e.g. asking for help when you need it; focusing on getting the task finished; trying new things in new ways)
• Confidence? ( e.g. feeling positively about school; believing in yourself; being ambitious; taking risks; learning from your mistakes)
• Life beyond school? ( e.g. managing your own money; understanding your options fro when you will leave school; learning about the world of work; using the things you learn about in school when you are out of school)

3. How does this differ from what was being achieved pre DtS?

4. What are the key drivers / influencers of these outcomes?

5. Which group(s) of pupils are benefiting and how? (Probe for how different groups might be benefiting in different ways)

6. How - if at all - is DtS impacting upon pupil attainment? Which areas? How is this being realised?

General:

1. Biggest challenges and barriers? (perceived or real)

2. Examples of good practice?

3. How would you describe the school's EinE awareness (as compared to awareness pre- DtS)?

4. How would you describe the school's involvement in EinE / DtS (as compared to activity pre DtS)?

School's approach to DtS / EinE(THIS SECTION IS LESS OF A PRIORITY FOR HTs; MORE FOR TEACHERS):

1. School structure (and external support) for delivery of DtS?

2. Does the school operate on the basis of all pupils having an entitlement to EinE? If not, progress towards achieving this?

3. Is this delivered in an inclusive way? Any challenges?

4. How does the school's ethos - past and present - fit with DtS?

5. General views on school's resources to deliver DtS (support, staff and skills, funds, infrastructure, partners)

6. What is the 'mix' at play in schools / classes where DtS / EinE activity is having an impact (ethos, attitudes, behaviours, classroom organisation, teaching styles and methods, knowledge and skills)?

7. Extent of externally produced enterprise resources and activities used in school ( e.g. Young Enterprise Scotland; resources produced by other schools / LAs)?

8. Extent of internally produced enterprise activities and resources in school?

9. How is the school curriculum reviewed to support the delivery of DtS? Challenges / barriers and good practice?

10. Presence of, and take up of DtS / EinE related CPD, including business placements and shadowing?

11. Does DtS feature as part of other CPD learning opportunities ( e.g. linking EinE agenda / DtS to school management / leadership; integrating DtS into specific subject areas)?

12. Are teachers encouraged to develop their learning outside of school? How?

13. Teaching approaches which the school encourages - Learning from real-life contexts? Learning about post-school life? Management and control versus pupil responsibility?

14. Any challenges in endorsing and developing these teaching styles across the staff team?

15. Secondary schools (S5 and S6) only - Is a case study method used for: understanding local entrepreneurs and businesses?

16. Secondary schools - age 14 or over - how is school addressing work-based vocational learning agenda?

17. Secondary schools - to what extent is the school aiming to achieve parity of esteem between vocational and academic qualifications?

18. Which units of certified course and programmes in school are relevant to DtS?

19. Evidence of pupils collecting / collating own portfolios of evidence ( e.g. folders of activities) for self-assessment?

20. Are pupils involved in the organisation of the school? How? ( e.g. pupil councils)

21. How do teachers share information across the curriculum regarding activities and outcomes for DtS?

22. Is DtS / EinE work viewed as a series of '1-off' activities / discrete elements of curriculum or part of everyday school life, across all curricular areas?

23. How easily / readily can EinE be integrated into the curriculum?

24. What opportunities does the school allow for pupils to lead on their learning? (either in groups or on own)?

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - LA structure and approach; general support to schools; specific school information; what DtS is achieving

LA Structure and Approach to DtS:

1. Staffing in relation to DtS - structure and numbers of staff; specific roles

2. Funding

3. Description of how LA-led or devolved model works (i.e does the LA operate a DtS model whereby the LA takes a centralised approach ( LA-led) or a more devolved model, where schools have more responsibility in deciding how to implement DtS (approach, resources, partners, activities, planning). Describe how model operates and effectiveness of it

4. How has DtS been articulated at LA-level? ( e.g. planning documents; key priorities for action)?

5. Communication strategy?

6. How does the LA Plan link to School Development Plans?

7. Extent to which DtS-related LA staff link into wider LA staff (communication; joint approaches to initiatives)

8. Embeddedness of processes / approaches to supporting schools and communication with schools re DtS

9. Progress towards achieving 5 business partnership agreements in every school cluster? (check how many school clusters across LA)

10. Communication with the Scottish Executive - How? What works well / less well?

Specific School Information:

1. In your LA area we will be visiting the following schools: _______________ (use pro-forma at end for quick completion of a-l, below). Can you provide a brief synopsis of each, in relation to DtS, in accordance with the following areas:

a. level of awareness across the school of DtS
b. level of activity across the school of DtS
c. level of priority DtS is afforded within the school
d. clarity of approach to delivering DtS and communication with all relevant partners
e. head teacher commitment and engagement
f. school management and staff commitment and engagement
g. engaging partners (businesses; community; parents; other organisations)
h. approaches to monitoring and evaluating DtS-oriented outcomes
i. evidence of changes in school approach, structure, activity, etc, since becoming involved in DtS ( i.e. inputs and outputs)
j. evidence of what DtS is achieving ( i.e. outcomes) for the school (beyond what was being achieved prior to DtS)
k. key strengths in relation to DtS
l. key challenges in relation to DtS

Support to Schools:

1. What type of planning or activity is taking place within your LA schools since DtS ( i.e. new areas of support and development):

a. teaching and learning resources and materials
b. additional funding
c. CPD
d. Leadership / management support
e. Vocational education and support
f. Working with partners (businesses; communities; other organisations)
g. Mechanisms to monitor and evaluate outcomes relating to the EinE agenda

2. Which EinE-related activity was started before DtS and has continued since DtS (i.e):

a. teaching and learning resources and materials
b. additional funding
c. CPD
d. Leadership / management support
e. Vocational education and support
f. Working with partners (businesses; communities; other organisations)
g. Mechanisms to monitor and evaluate outcomes relating to the EinE agenda (moving beyond activity audits)

3. Are there different types of focus / challenge and activity for schools which are: secondary. primary and special?

4. Are there different types of focus / challenge and activity for different types of pupils - e.g. low attainers; high attainers; disabilities; at risk of disaffection / disengagement; boys / girls; ethnic groups; age groups

5. Key strengths and challenges in delivering DtS

Achieving Outcomes:

Is there any evidence that the DtS agenda is delivering clear results for your schools? What is it achieving?

Is there any change in what your schools are achieving since working with DtS?

In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours)?

Working with others? ( e.g. co-operating; leading in a group; listening to and helping others; giving and taking advice; using other peoples' contributions)

Personal effectiveness? ( e.g. planning and organising your learning; making decisions; being independent; managing your time; reviewing your own learning )

Problem solving / creativity? ( e.g. turning an idea into action; looking at things from different perspectives; persevering / sticking with things, even when it seems very difficult; thinking about how to approach something in a different way)

Communication? ( e.g. presenting your work or ideas to others; influencing other people; thinking carefully about the words and language you use; being aware of the signals you give by body language)

Approach to learning? e.g. asking for help when you need it; focusing on getting the task finished; trying new things in new ways)

Confidence? ( e.g. feeling positively about school; believing in yourself; being ambitious; taking risks; learning from your mistakes)

Life beyond school? ( e.g. managing your own money; understanding your options fro when you will leave school; learning about the world of work; using the things you learn about in school when you are out of school)

What are the key drivers / influencers of these outcomes?

Which group(s) of pupils are benefiting and how?

Do you believe that DtS is impacting upon pupil attainment? Which areas? How is this being realised?

General:

Biggest challenges and barriers? (perceived or real)

Examples of good practice?

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement - head teacher interviews and case studies
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - awareness of / views of DtS; understanding of school's approach to DtS; school partnerships; awareness of what school is achieving as a result of DtS

Definitions and views of DtS / EinE:

Have you heard of Determined to Succeed or Enterprise in Education? How did you hear? (If they haven't heard of DtS / EinE, offer words and phrases to prompt their understanding of the agenda - learning about life after school; understanding how business and organisations work; providing pupils with an opportunity to learn about 'life skills' such as team working, perseverance, self-assessment)

What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

What is your understanding of how the school is working with DtS / EinE? Who does this affect and how?

School's approach to DtS / EinE:

To what extent has the school communicated its plans for DtS to parents?

How does the school's ethos / image and way of working - past and present - fit with DtS?

General views on school's resources to deliver DtS (support, staff and skills, funds, infrastructure, partners)

How - if at all - does the school get parents involved in DtS? How effective is this?

Secondary schools - age 14 or over - how is school addressing work-based vocational learning agenda?

Secondary schools - are the school and teachers committed to the concept and value of work-based vocational learning?

What are your views on your son(s)/daughter(s) taking part in work-based vocational learning? How useful and appropriate is this? Have your views on work-based learning changed in any way (prompt: looking for evidence that they have heard about the national drive to increase work-based learning AND what their views are of this.)

Are pupils involved in the organisation / operation of the school? How? ( e.g. school councils)

What activities are your son/ daughter undertaking that could be labelled EinE / DtS?

Is this something they enjoy? What benefits / results?

Partnerships:

How is the school developing partnerships with any of the following to deliver DtS - businesses; local community; parents and other organisations (public, private, voluntary, learning providers, other organisations such as museums)?

How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

Achieving Outcomes:

Is there any evidence that the DtS agenda is delivering clear results for the school?

Have you seen / know about school work which your son / daughter is undertaking which relates to the following areas (pupil skills, attitudes, beliefs and behaviours)?

Working with others? ( e.g. co-operating; leading in a group; listening to and helping others; giving and taking advice; using other peoples' contributions)

Personal effectiveness? ( e.g. planning and organising learning; making decisions; being independent; managing time; reviewing own learning )

Problem solving / creativity? ( e.g. turning an idea into action; looking at things from different perspectives; persevering / sticking with things, even when it seems very difficult; thinking about how to approach something in a different way)

Communication? ( e.g. presenting work or ideas to others; influencing other people; thinking carefully about the words and language used; being aware of body language)

Approach to learning? ( e.g. asking for help when needed; focusing on getting the task finished; trying new things in new ways)

Confidence? ( e.g. feeling positively about school; self-belief; being ambitious; taking risks; learning from mistakes)

Life beyond school? ( e.g. managing own money; understanding options for when pupils leave school; learning about the world of work; using the things learned about in school when out of school)

How does this differ from what was being done pre DtS?

What are the key drivers / influencers of these outcomes?

Introduction:

• Timing - about 40 minutes
• Explain case study approach - means that different groups involved in the life of the school are offering their views
• Assure of non-attributable nature of study - no names and no telling others in school who said what
• Request honesty ( e.g. where don't know, then so say)

School's DtS Ethos:

1. How often do you have chances to work in groups and for the groups to organise the work? ( i.e. little input from teacher)

2. Do you ever have the chance to plan your own learning? ( e.g. to decide how you will work on something and to be 'in charge' of your own learning) Examples?

3. Do you ever have chances to take ideas about learning and projects to your teachers? Do your teachers then listen to you and try to use your ideas?

4. Do you keep your own records of your learning, so that you can look back on what you have done?

5. Do your teachers encourage you to check and assess your own work and to think about what help you need, instead of doing this for you?

6. Do you use computers in a wide range of subjects? Which ones and for what purposes?

7. Do you think that the work you do in school will prepare you well for life after school?

8. Does the school encourage pupils to continue with learning after school and throughout their lives?

9. Do you think that the different subjects you learn about in school are made 'real' to you?

10. Do you think that making mistakes is part of learning? Do your teachers encourage you to think this way about your learning?

11. Have you had a chance or not to start up or run a mini enterprise in school?

12. S5 and S6 pupils only - have you done any case study type work, looking at local or Scottish businesses? (case study: information about businesses / organisations - factual or fiction - to make you think about how the organisation operates)

13. Aged 14 years and over only - do you have opportunities to take part in learning which is related to getting work-related qualifications ( e.g. as part of a work placement)

Achieving Outcomes:

Do you find it helps you to work in groups? Why / why not?

Is it helpful to be 'in charge' of your own learning? Why / why not?

Do you tend to give up, if something seems quite difficult?

How do you feel when you make mistakes with your work / get things wrong? What do you do about it?

Do you have clear goals for what you want to achieve in your life?

Are you determined to achieve these goals?

How likely do you think it is that you will run / own your own company?

What tasks / activities have you done in school that allow you to learn about working with others ( e.g. co-operating; leading in a group; listening to and helping others; giving and taking advice; using other peoples' contributions)?

As a result of this type of work, do you think you are more able to work with others? (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to plan and manage your work ( e.g. planning and organising your learning; making decisions; being independent; managing your time; reviewing your own learning )?

Does this allow you to perform better in your work? (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to learn about problem solving ( e.g. turning an idea into action; looking at things from different perspectives; persevering / sticking with things, even when it seems very difficult; thinking about how to approach something in a different way)?

Does this allow you to be better at solving problems? (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to learn about communication ( e.g. presenting your work or ideas to others; influencing other people; thinking carefully about the words and language you use; being aware your body language)?

Does this allow you to be better at communicating with others? (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to think about different ways of learning ( e.g. asking for help when you need it; focusing on getting the task finished; trying new things in new ways)?

Does this allow you to think about different ways of learning? (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to build your confidence ( e.g. feeling positive about school; believing in yourself; being ambitious; taking risks; learning from your mistakes)?

Do these things allow you to be more confident (or was this something you would always have been good at?)

What tasks / activities have you done in school that allow you to learn about life beyond school ( e.g. managing your own money; understanding your options for when you will leave school; learning about the world of work; using the things you learn about in school when you are out of school)?

Do you think this will better prepare you for life beyond school? (or was this something you would always have been good at?)

Can you see yourself self setting up and running a businesses on your own in the future?

What has been the most memorable thing you have done in school in the last year? What made this memorable? What do you think you learned / achieved from this?

Awareness of Terminology and Meaning

1. Have you heard of the term 'Determined to Succeed'? What does it mean? Where did you hear it? Is you school involved?

2. What does 'Enterprise in Education' mean? What kinds of things could this involve in a school? (Offer prompts if they unsure - e.g. 'what kinds of things could you be doing / learning about in a school which teach you about 'enterprise'? Learning which happens in the school or outside of the school with people who are not teachers?)

3. Would you say that your school has a big involvement in 'enterprise'?

4. How should this help / benefit the pupils in the school? What will it allow / help you to do?

5. Can you think of any ways that your school has used 'enterprise' and how has this helped you?

ONLY COVER SECTION BELOW IF THERE IS TIME

Partnerships:

1. Have you been involved in any work / activities / visits in school with people from outside of school ( e.g. businesses, people in your local area, parents, other organisations such as museums)? What are these?

2. What age groups take part in these types of activities?

3. Do you enjoy them? Why / why not?

4. What do you like / dislike about them?

5. Will taking part in these kinds of activities / visits help you with your school work / your life outside of school? Why / why not?

6. Secondary schools - what opportunities do pupils have to:
a. take part in work placements ( i.e. learning about jobs, by having a chance to work in an organisation)
b. learn about different jobs and what they involve, through talks / lessons with outside speakers
c. talk to someone about what they might like to do when they leave school

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement - head teacher phone interviews and case studies
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes - awareness / views of DtS: how - if at all - Board is involved in DtS;

Definitions and views of DtS / EinE:

What does DtS mean to you?

What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

Background to School Board's Involvement with DtS:

How is the Board involved in the School's DtS activity (proactive or reactive)?

How is the Board informed about the school's vision and plans for the Ein E agenda?

To what extent does the Board have an opportunity to influence the school's approach and visions?

Does the make-up of the Board offer a range of skills and experiences relevant to DtS?

Are these skills and experiences used to develop the DtS agenda?

Are any Board members involved more directly in the school's DtS-oriented activity? ( e.g. direct support / sessions / talks with pupils; curriculum planning; staff development)

Is the Board engaging effectively with the DtS agenda - in terms of contributions and influence?

What level of priority is DtS afforded within the whole school environment? Strengths and challenges?

How You Work with the School (ONLY FOR BOARD MEMBERS WHO ALSO HAVE A MORE DIRECT INVOLVEMENT WITH THE SCHOOL):

How much of your time is spent in supporting the school?

Is there a planned approach to your involvement with the school? How does this operate?

What types of work / activity are you involved in, in supporting the school? (talks to pupils in school; placements; visits; curriculum planning; supporting staff development / CPD)

Which year group(s) do you work with?

How were the activities and year groups chosen?

Who drives this and to what extent can you influence / change the way you work with the school?

What linkages do you have to the school's other partners in DtS?

What - if anything - would you like to see happening to make your partnership with the school more effective? What is preventing this from happening?

Overall, do you share the school's philosophy regarding how they approach the DtS agenda? If not - why not? How do you think it should it be approached?

Do you believe that the school is involving all pupils in its DtS work?

How effective are your relationships with the school - head teacher; management; staff and pupils?

Is it your impression that the whole school is heading in the same direction with DtS and that all players are committed and involved?

Communication:

To what extent are you aware of the school's vision and approach to DtS? How readily available is this information?

At what stage in your involvement with the school was this communicated to you?

School's approach to DtS / EinE:

How does the school's ethos - past and present - fit with DtS?

General views on school's resources to deliver DtS (support, staff and skills, funds, infrastructure, partners)

Secondary schools - age 14 or over - how is school addressing work-based vocational learning agenda?

Secondary schools - to what extent do teachers understand the concept and value of work-based vocational learning?

To what extent is the school aiming to achieve parity of esteem between vocational and academic qualifications

Is DtS / EinE work viewed as a series of '1-off' activities / discrete elements of curriculum or part of everyday school life, across all curricular areas?

How easily / readily can EinE be integrated into the curriculum?

Achieving Outcomes:

What evidence is there that the DtS agenda is delivering clear results for the school?

If you worked with the school before DtS, is there any change in what the school is achieving for pre to post- DtS?

In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours)? (ONLY USE PROMPTS BELOW IF PARTNER HAS A STRONG INVOLVEMENT WITH THE SCHOOL)
Working with others?
Personal effectiveness?
Problem solving / creativity?
Communication?
Approach to learning?
Confidence?
Life beyond school?

What are the key drivers / influencers of these outcomes?

Which group(s) of pupils are benefiting and how?

Do you believe that DtS is impacting upon pupil attainment? Which areas? How is this being realised?

Partnerships:

How is the school developing partnerships with each of the following to deliver DtS - businesses; local community; parents (public, private, voluntary, learning providers, other organisations such as museums)?

How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

General:

Biggest challenges and barriers? (perceived or real)

Examples of good practice?

How would you describe the school's EinE awareness (as compared to awareness pre- DtS)?

How would you describe the school's EinE / DtS activity (as compared to activity pre DtS)?

Introduction:

• Timing - about 40 minutes
• Explain case study approach and school groups being consulted; explain LA's involvement (cases studies and HT interviews)
• Assure of non-attributable nature of study
• Request honesty ( e.g. where don't know, then so say)
• Explain that terms 'Determined to Succeed' and 'Enterprise in Education' might be used interchangeably
• Core themes -definitions / views of DtS; school's approach to DtS; achieving outcomes
• Note to interviewers - use this guide flexibly and in accordance with role and awareness of member of staff being consulted.

Definitions and views of DtS / EinE:

What does DtS mean to you?

What does DtS mean for the work of the school? (Extent to which positive words / terms are associated with DtS / EinE?)

Has involvement with EinE changed the way you feel about teaching ( e.g. methods, content)?

What - if anything - are you doing differently since DtS, in terms of your approach to teaching or content?

School's approach to DtS / EinE:

Does the school development plan include DtS?

How does the Plan define what is intended for DtS to operate across the school?

Does the school operate on the basis of all pupils having an entitlement to EinE? How does this work?

Is this delivered in an inclusive way? Any challenges?

How does the school's ethos - past and present - fit with DtS?

General views on school's resources to deliver DtS (support, staff and skills, funds, infrastructure, partners)

What is the 'mix' at play in schools / classes where DtS / EinE activity is having an impact (ethos, attitudes, behaviours, classroom organisation, teaching styles and methods, knowledge and skills)?

Extent of externally produced enterprise activities and resources used in school ( e.g. Young Enterprise Scotland; resources produced by other schools / LAs)?

Extent of internally produced enterprise activities and resources in school?

How is the school curriculum reviewed to support the delivery of DtS? Challenges / barriers and good practice?

Presence of, and take up of DtS / EinE related CPD (including business placements and shadowing)? Extent to which teachers have opportunity to take part in DtS-related CPD every 2 years?

Teaching approaches which the school encourages - Learning from real-life contexts? Learning about post-school life? What opportunities have you had to develop your teaching style / approach?

Has DtS / EinE influences your personal approach to teaching? If so, how ( e.g. teaching style, different ways of working, different materials)

Are some teaching styles more relevant / effective for EinE agenda? Which ones? School's success in promoting such styles?

Secondary schools (S5 and S6) only - Is a case study method used for: understanding local entrepreneurs and businesses?

Secondary schools - age 14 or over - how is school addressing work-based vocational learning agenda?

Secondary schools - to what extent do teachers understand the concept and value of work-based vocational learning?

To what extent is the school aiming to achieve parity of esteem between vocational and academic qualifications

Which units of certified course and programmes in school are relevant to DtS?

Evidence of pupils collecting / collating own portfolios of evidence ( e.g. folders of activities) for self-assessment?

Are pupils involved in the organisation of the school? How? ( e.g. school councils)

How do teachers share information across the curriculum regarding activities and outcomes for DtS?

Is DtS / EinE work viewed as a series of '1-off' activities / discrete elements of curriculum or part of everyday school life, across all curricular areas?

How easily / readily can EinE be integrated into the curriculum?

What opportunities does the school allow for pupils to lead on their learning? (either in groups or on own)?

Achieving Outcomes:

Is there evidence that the DtS agenda is delivering clear results for the school?

In what areas and how is this being manifested (pupil skills, attitudes, beliefs and behaviours)?
Working with others? ( e.g. co-operating; leading in a group; listening to and helping others; giving and taking advice; using other peoples' contributions)

Personal effectiveness? ( e.g. planning and organising your learning; making decisions; being independent; managing your time; reviewing your own learning )

Problem solving / creativity? ( e.g. turning an idea into action; looking at things from different perspectives; persevering / sticking with things, even when it seems very difficult; thinking about how to approach something in a different way)

Communication? ( e.g. presenting your work or ideas to others; influencing other people; thinking carefully about the words and language you use; being aware of the signals you give by body language)

Approach to learning? e.g. asking for help when you need it; focusing on getting the task finished; trying new things in new ways)

Confidence? ( e.g. feeling positively about school; believing in yourself; being ambitious; taking risks; learning from your mistakes)

Life beyond school? ( e.g. managing your own money; understanding your options fro when you will leave school; learning about the world of work; using the things you learn about in school when you are out of school)

How does this differ from what was being achieved pre DtS?

What are the key drivers / influencers of these outcomes?

How are you measuring the impact on pupils as a result of EinE / DtS?

Which group(s) of pupils are benefiting and how? (Probe for how different groups might be benefiting in different ways)

How - if at all - is DtS impacting upon pupil attainment? Which areas? How is this being realised?

ONLY ADDRESS IF TIME
General:

Biggest challenges and barriers? (perceived or real)

Examples of good practice?

How would you describe the school's EinE awareness (as compared to awareness pre- DtS)?

How would you describe the school's EinE / DtS activity (as compared to activity pre DtS)?

School approach to M&E of DtS / EinE:

1. How clearly has LA / school articulated a definition (aims, objectives and outcomes) for DtS / EinE, and how do M&E mechanisms report on this?

2. What assessment tools are schools using for reporting on the outcomes of the enterprise agenda ( e.g. observation, presentations, peer and self-assessment)?

3. Does the school use the HMIEQIs for self-evaluation? How helpful?

4. To what extent does this measure activity and to what extent outcomes?

Partnerships:

How is the school developing partnerships with each of the following to deliver DtS - businesses; local community; parents (public, private, voluntary, learning providers, other organisations such as museums)?

How is the school communicating its DtS vision with staff and pupils; parents; businesses; local community?

Types of external visits linked to DtS?