LSIS Enterprise in the Curriculum

East Midlands Peer Review and Development Group

Enterprise in the Curriculuma project sponsored by LSIS26th September 2011Kathy Cox and Vic MykoHinwick Hall College.Homefield College.Landmarks College.Linkage Community Trust.Portland College.RNIB College, Loughborough. East Midlands Peer Review Development Group

Explore the range, extent and value of existing college enterprises.

Produce a best practice guide to support colleges when establishing new, or developing existing, enterprises.

Enable colleges to learn from each other, thereby sharing best practice.What did we want to do?Successful LSIS bid to explore Enterprise in the Curriculum joint with other providers.PRD Group developed bid to (slide notes)3There is a lack of information and support for colleges wishing to establish enterprise activities.

Many ISCs are small and as a result there may be a lack of knowledge and skills within the staff body to be able to get the enterprise right first time.

Government agenda employability skills. Rationale why did we do this project?thus having a financial impact and ultimately, an impact on learning for the learners. Supporting smaller colleges to develop best practise.Everyone making a contribution to society and reducing social care costs. Both Ofsted and ultimately govt looking at how education providers are getting ALL young people into work.

4A number of ISCs already operate extremely successful projects.

We visited :

Derwen College: Farm Shop

Homefield College: Barrow of Treats caf; Sip & Surf e-bay shop

Linkage College: Image Lab; Gatehouse Cafe

Strathmore College: Apedale caf, Jasmine florist/cafe, woodwork workshop.

Thanks to all the above!How did we do it?Refer to display board pictures of enterprises / learner engagementHand over to Kathy who will talk to you about our findings. Thank you.5Types of enterpriseMajority focus on:catering outlets. Retail outlets.Woodwork.ICT outlets internet / Media.Also aware of Vehicle valeting, Art / Craft centre, Horticultural activities. Training through internal placements followed by working at college external venues, leading to work placements in the community.

Range of retail including internet / horticulture be aware of where learner wants to end up.Internal process leading to external experience and hopefully employment6You need to have a clear vision. Be sure of what you are doing and whyKnow what the outcomes need to be from the start.

Eg: skills and knowledge acquisition is more important than retail turnover.

Use what youve got start small,in-house, trial and build, eg: from a classroom-based eBay street enterprise to a high eBay outlet. Establishing an Enterprise

Safe environment to practise in prior to real world.Profit not important should not be the focusDual funding??7Location: Are there enough passing customers? Can learners get there using public transport? Can you purchase stock from local businesses easily? Can you work in partnership with any local groups?Local need:Survey the needs of the local community and know your competition.

Prior Research

Sustainability of enterprise location, local suppliers, competitors, local needs, get locals on side.Opportunities to work with local community council, services, museums, existing businessesBest practice seen where learners were trained to travel to work place from home (rather than college)

8Use expert advice.Visit similar existing enterprises to share their experience first hand.

Develop and nurture local links such as:Council services. Local attractions.

Investigate any potential bids.

Support available

Trading Standards, environmental Health, local successful businesses. council services (eg Linkage College run the Gatehouse caf on the local councils site)- museums (eg one college worked with a local history museum to set up a cafe) ~ Investigate bids eg LSIS advisory service, local regeneration budgets, etcMarketingpromote the opening eg ask for Mayor to open, ensure media coverage, post internet articles, and maintain promotion

9Ensure learner involvement in all the initial and on-going decision making.

Match opportunities to learner needs and abilities using their long term goals and Destination Statements.

Make goals/targets realistic and challenging.

Learners

Get learners involved in dcor, uniforms, what might sell, enterprise name, ordering ownership of enterprise prideMap targets to learner needs and anticipated outcomes10Conduct thorough baseline assessments which are then used to provide individualised objectives for learners. Teach transferable work skills, include: learning skills specific to the vocational area, personal effectiveness skills - personal hygiene, time management and mobility. Recognise learner achievement eg employee of the month. Learner achievement

Transferable skills work ready time management, mobility.Make working fun encourage learners to want to be part of the enterprise their contribution is important.

11Devise application forms and interview learners for positions at the enterprises.

Provide induction packs for learners: include H&S information and work rights, advice about bullying and harassment.

Job coaching- LAs or more able learners demonstrating how to work/complete tasks.

On-going CPD opportunities.

True experience of work

Real life experience not an easy ride12Consult with staff so they buy-in to the ethos behind the enterprises.Employ staff to specifically work at the Enterprise.Conduct a training needs analysis for staff eg Food Hygiene, IT, CTTLS.Develop an induction programme for staff working at the enterprise.Encourage good communication between the staff working at the enterprises.

Staffing

Staff can make or break the enterprise! Need enthusiasm and motivation / buy in to enterprise.13Embed quality assurance processes, eg self assessment including auditing, checking risk assessments, observations and customer satisfaction surveys.

Support learners and staff through your usual performance management processes ie annual appraisal and quarterly reviews.

Quality Assurance

Give learners a realistic experience by introducing an appraisal and review process, including sales target.

Accreditation: There are few specific vocational qualifications at Entry Level 2 and below but evidence can be used towards many areas in foundation learning and in non-accredited learning.

Future recommendations

Dont forget -Have high expectations of learners - raise the bar the learners will meet it!

For further info contact:Kathy Cox / Vic Myko.

kathy.cox@linkage.org.ukVicky.myko@homefieldcollege.ac.ukFinally