ENTERPRISE LEARNING POLICY FRAMEWORK 2007
1 PURPOSE AND CONTEXT
Enterprise is linked closely with the School Development
Plan, Work Related Learning, Creativity, Thinking Skills,
Personalised Learning, Every Child Matters, PSHE and
This policy takes into account recent relevant reports -
National Advisory Committee on Creative and Cultural
Education 1999 (The Robinson Report); A Review of
Enterprise and the Economy in Education, Howard Davies
2002; Creating an Enterprising Culture, H M Treasury
2004; Learning to be enterprising, Ofsted 2004;
Developing enterprising young people, Ofsted 2005;
Enterprising Heads Enterprising Schools, DFES 2006;
Bringing Business to Life for Students, SEEN, 2006;
Enterprising Teachers, SSAT 2007.
This policy will be reviewed as necessary, but in any case,
after two years.
At Abbey Hill we seek to equip all students with the skills,
knowledge, qualities and confidence to be successful in
both the world of work and in their personal lives. In all
our work we aim to develop the whole student to create a
‘can do’ attitude. We do this by providing a wide array of
experiences and activities to enhance and develop their
demand for learning and their ability to learn. This wide
variety accommodates preferred learning styles. We are
aware that our students will need to be flexible to cope
with a competitive and ever-changing world.
Definition of Enterprise (Davies 2002) – this is made up
of three strands:
1.Enterprise capability: the capability to handle uncertainty
and respond positively to change, to create and implement
new ideas and new ways of doing things, to make reasonable
risk/reward assessments and act upon them in one’s personal
and working life. This depends on the development of:
Knowledge and understanding of concepts –
organization, innovation, risk, change;
Skills – decision-making (particularly under conditions
of uncertainty), personal and social, leadership, risk
Attitudes – self-reliance, open-mindedness, respect for
evidence, pragmatism, commitment to making a
2. Financial capability: the knowledge, skills and attitudes
necessary to become a questioning and informed consumer of
financial services and the ability to manage one’s finances
effectively. Financial capability can be divided into three
Knowledge and understanding – familiarity with a range of
concepts such as money, credit and investment;
Skills and competence – budgeting, financial planning and
personal risk management;
Attitudes – taking responsibility for the wider impact and
implications of money and financial decisions on
individuals, business and the community.
3. Business and economic understanding: a process of
enquiry, focused on the context of business, central to
which is the idea that resources are scarce so that choices
have to be made between alternative uses. This includes:
Knowledge and understanding – familiarity with
a range of economic concepts such as the market,
competition, price, efficiency and economic
Skills – the ability to take decisions and make
judgements on issues with an economic
dimension, investigate simple hypotheses and
apply theoretical understanding to practical
Attitudes – an interest and concern in: economic
affairs, responsible use of resources, challenges
of business and its importance to society,
responsibility of employers to the community and
the environment. (Davies 2002)
3 ENTERPRISING CULTURE
Enterprising learning requires an environment where pupils are
expected to take personal responsibility for their own actions.
They are given significant autonomy to tackle relevant problems
or issues, which involves an element of risk as well as reward for
their successful resolution. In other words, there is considerable
uncertainty about final outcomes. Such an environment might be
the school, local community or business. Within these contexts,
learning can be promoted by engaging pupils in an enterprise
process or approach, which is akin to project working in a work-
based context. Typically, the process involves four sequential
Stage 1. Tackling a problem or identifying a need, by a
team or groups of pupils, which requires the generation
and development of ideas and discussion among pupils to
reach a common understanding of what is required to
resolve the problem or meet the need. For example, such
activity could involve the manufacture of a product or
provision of a service.
Stage 2. Planning the project or activity: breaking down
tasks, organising resources, deploying team members and
Stage 3. Implementing the plan; solving problems,
monitoring, evaluating and reviewing progress.
Stage 4. Evaluating processes, activities and final
outcomes holistically: includes reflecting on lessons
learned, and assessing the skills, attitudes, qualities and
understanding acquired as a result of the process.
(Developing enterprising young people, 2005)
Such ways of working require an ‘enterprising culture’.
Enterprising cultures can be seen as a series of paradoxes. They
Demanding yet Giving
Structured yet Fluid
Disciplined yet Creative
Confident yet Self-critical
Supportive yet Stretching
Accountable yet Blame-free
Entrusting yet Managed.
(Enterprising School Leaders, SSAT 2007)
Implicit with enterprise is risk, endeavour and searching out new
opportunities and new ways of doing things and so to some extent
this needs to be reflected in the way that enterprise is put across
and taught. It challenges some of the more traditional approaches
to teaching with far more onus put on the student to solve
problems, come up with answers and develop their ideas. In this
way it can be exciting and experimental for both teachers and
students…By its very nature, enterprise requires a degree of risk
in terms of trying new things out and experimentation. The
teaching methodology and school culture need to reflect this and
although this can be quite uncomfortable territory in education, it
can also be very exciting and positively influence teaching and
learning styles….Enterprise education is not compatible with
didactic teaching. The nurturing of enterprise skills requires a
learning environment where students take responsibility and
calculated risks, make decisions, have opportunities to be
innovative and creative in their thinking, work in teams and
engage in discussion and debate. (Bringing business to life for
students, SEEN 2006)
4 AIMS AND OBJECTIVES
Increase students’ self-confidence.
Support students towards becoming as independent in their
learning as is possible.
Enable students to recognise, develop and apply their skills
for enterprise and employability.
Promote those skills that will ensure each student can
become as full and active a member of society as is
Develop the skills to adapt and develop to the changes in
Staff opportunities for CPD.
Establish a clear definition/concept of enterprise and
ensure it is understood by staff, students and other
Involvement of parents.
Further develop quality links with a range of local business
and community contacts.
Self evaluation and review systems to monitor the quality
of our Enterprise Education.
Enterprise Education will be embedded and intrinsic within
ASDAN courses – Stepping Stones, Key Steps, Youth
Award Scheme, Transition Challenge, Towards
Extended work experience placements through Y11, 12
Business weeks and days.
Team building activities through Staffordshire Partnership
Activities with the Police, Fire Service and Bridging the
Gap staff. Work on the school allotment.
Outdoor Education – through Stanley Head, trips abroad.
Team Enterprise and mini-enterprise projects.
Organisation of outings, tuck shops.
Vocational courses through local colleges.
Resources such as Adding up to a Lifetime, Stem Maths,
Capable and Confident Manager which encourage
Fund raising and community projects.
6 ASSESSMENT AND ACCREDITATION
Individual education plans.
Against Every Child Matters.
Self and teacher assessment of the learning outcomes.
Work experience reports, diaries and tasks.
Observation, displays, performances, videos, articles and
7 FUNDING AND RESOURCES
Enterprise funding via the standards fund.
Other funding as appropriate e.g. travel-training.
8 MANAGEMENT AND CO-ORDINATION
Overall responsibility by SMT.
Day-today co-ordination by PC (WRL and Careers) and
LW (Enterprise Education).
KS4 to work on ‘learning outcomes’.
Advice from Enterprise Adviser, Staffordshire Partnership.
9 STAFF DEVELOPMENT
All staff kept up-to-date with developments through at
least one regular INSET per year.
Staff responsible for Enterprise Education to attend
external networking and training sessions through Hub
Audit to be completed by Debbie Mitchell, Staffs
Opportunities for coaching, collaborative development
work and whole department consideration.
10 TEACHING AND LEARNING STYLES
A whole school approach to the development of teaching
and leaning styles which develop the employability of
Process of learning is given the same amount of credit as
Pupils/students involved in the planning and organising of
Teachers adopt a facilitator role in the learning processes
as often as is appropriate.
Opportunities for team working.
Pupils are given challenges and problems to solve based in
real life contexts.
Pupils/students are encouraged to take responsibility in the
Pupils/students are given opportunities to negotiate their
Support in learning from mistakes.
Opportunities for teachers and students to manage risks.
Teachers and others to provide valuable role models.
External agencies – employers or adults other than teachers
– are involved.
Out of school learning situations are provided.
Success is celebrated.
Date of agreement of policy
“In the process of developing this policy we have assessed its impact on
our disabled pupils, staff, parents and service users with reference to our
disability equality scheme (Dec 2007) and the information the school holds
on disabled pupils, staff, parents and service users”