COSLA
EXCELLENCE
AWARDS
2011
2011 APPLICATION FORM
Please refer to the ‘2011 Guidance for Applicants’ before completing this application
form.
The deadline for submission of entries is 5pm on Friday 8 October 2010. Further
guidance is available at http://www.awards.cosla.gov.uk. Submission arrangements
are detailed at the end of this application form.
The application form is split over four sections to reflect the assessment criteria, and to
facilitate the leeting process. It is up to you to decide the content and length of each
section, but your application must not exceed three pages in total (excluding the
cover pages).
CATEGORY TITLE One To Watch
Project Name Renfrewshire Schools Dragons’ Den
Lead Organisation Renfrewshire Council, Education and Leisure Services
Department/ Team Educational Development Service
Participant or Partner
Names
1. Wilma Leburn, Educational Development
Officer
2. Siobhan MacDonald, Secondary
School Teacher
3. Moira Mortimer, Primary School Teacher
4. Social Enterprise Academy
5. Reid Kerr College
7. Dragon 2 – Linda Wilson, Clydesdale Bank
9. Dragon 4 – Audrey Cumberford, Vice
Principal, Reid Kerr College
Award coordinator
Contact details
Pauline Moss
pauline.moss@renfrewshire.gov.uk, 0141 840 3611
Can we publish this application form on our website?
FOR INTERNAL USE
6. Dragon 1 – Jim Lally, Learning
and Teaching Scotland
8. Dragon 3 – Alison Dowling,
Renfrewshire Wide Credit Union
10. Dragon 5 – Jay Lamb, Social
Enterprise Academy
YES
EXECUTIVE
SUMMARY
In one short paragraph please describe this project and what it has achieved.
We will use this in any future publicity material.
The Dragons’ Den (TV programme) concept was developed to create a sustainable format which would work in Renfrewshire
schools.
The programme was designed to link financial education with social enterprise, in a venture which encouraged school pupils
to create a business idea, develop a business plan, apply for funding and then run the business. The ideas had to be
sustainable which would continue as viable business models in school. Pupils, school staff and the Dragons were involved
throughout the planning and delivery process. The involvement of the Dragons centred on an intense evaluation of the
proposals and what level of funding was appropriate for each of the finalists.
With the support of the Social Enterprise Academy the Dragons’ Den project was publicised to all schools, and 21 entries
were received from pre-5, primary and secondary schools. After the careful process of short listing by the organising team,
which included a representative from the Social Enterprise Academy, seven finalists were selected to go before the Dragons
to present their business plans for funding to allow them to develop and deliver their business concepts. The final was a
formal staged event in front of a large and responsive audience, and heightening the experience of all the finalists – it has
also created significant interest for the next programme which is planned for Spring 2011.
PLANNING
· a clear rationale, defined processes and focus on stakeholder needs
· contributes to organisation’s goals, community plan and SOA, and national policy context
Curriculum for Excellence provided the foundation for the programme, and we aimed to deliver the following
outcomes:
 to develop skills essential to learning and education and help our young people become successful, confident,
responsible and effective;
 to give our young people an opportunity to develop skills for learning ,life and work;
 Curriculum for Excellence is firmly focussed on the learner and the objective was to provide pupils with the
opportunity to engage in active learning, in practical contexts, enabling them to develop, demonstrate and apply a
wide range of skills;
 partnership working – to plan and deliver learning which meets the needs of individual children and young
people; and
 to produce dynamic sustainable business ideas – social enterprises that would make a positive and responsive
change to people’s lives.
The aim was to embed clear guidelines within financial education through the shared partnership with the Social Enterprise
Academy, giving ownership to our pupils to develop and run a sustainable social enterprise business model in school.
A time line was carefully planned for the project, from the initial invitation sent out to all head teachers, right through to
the final event, and the post event debriefing and evaluation. The required support was provided by teachers to each
project group of pupils at the initial written application stage, through to the final stage where seven finalists were selected
from an initial twenty one applicants. One of the key changes to the original TV format was the fact that the Dragons did
not have ownership of the funding and were unable to require a percentage of the business or profits for personal gain. Our
programme relied on the business and educational expertise of our Dragons to listen to and question each of the schools on
their ideas and requests for funding. Within the parameters of the funding that was available they decided how much each
school would receive and who the overall winners would be on the evening of the competition.
By developing their financial skills through the enterprise business model, it not only benefits our pupils, but also supports
the Scottish Government Strategic objective in “ creating a more successful country”. The 2007 OECD Report Quality &
Equity of Schooling in Scotland, highlights the potential of skills for work and enterprise in education programmes to open up
space in the curriculum and suggests that programmes….” Should be seen in the broader framework of questions about how
students learn, about incentives offered to them to become more committed learners, and about transforming approaches
to learning and teaching across the curriculum”. Our project also contributes to a number of outcomes in our Single
Outcome Agreement 2009/2010, in particular local outcome no. 07. ‘Our children will be well qualified and prepared for
adult life’.
DELIVERING
· implemented in all relevant areas and across all the required stakeholders
· carried out in a structured and logical way , using robust and sustainable methods
The project was fully inclusive and all education establishments were invited to enter. We are currently securing
funding to deliver phase 2 of the project, so that more children can get involved providing a sustainable business
model in our schools.
COSLA EXCELLENCE AWARDS 2011
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A key challenge was to design a time line that would fit in with the busy and demanding academic year. This needed to
allow the pupils sufficient time to prepare their business plans and submissions for the first round of the project, which also
functioned as an effective pilot stage for those groups which were ultimately selected to progress to the next stage of
receiving funding, and then actually setting up and running the business. The schedule was devised and agreed with all
participating schools. Key stages of the process included:
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support provided throughout by the Project Development Officer and the Social Enterprise Academy;
all the finalists had to demonstrate, beyond doubt, that their business ideas were sustainable; and
during May the Project Development Officer visited all schools who had progressed to the final stage to brief
pupils and staff on the framework for the event and answer any questions.
All schools were offered support was available from the Social Enterprise Academy, and two schools, who both got to the
final, had visits from the academy to assist with their preparation. At the launch the two staff members held a meeting to
speak to all staff from the interested schools and go through the business plan application, and answering any questions to
assist in planning. We also gave short presentations to staff during Money Week in January outlining the programme. The
cost of staff time for the Dragons, and our Education Development Officer were contributed free of charge, and the venue
hire for the final was provided free of charge by Reid Kerr College.
INNOVATION +
LEADING PRACTICE
· Demonstrates leading practice
· Achieves genuine innovation or new ways of working
This is a new approach to engage children in business. A conventional, theoretical classroom approach simply would not
have had the desired impact. This real programme gives our young people a role to play and encourages them to be
responsible for their own business. Children have truly engaged with the project, and the individual business projects that
have been set up by them are ‘real’ going concerns, making a financial profit. We hope we have achieved ‘education’ in its
true, original sense, and have managed to naturally stimulate and ‘lead out of’ the children their natural innate interest and
desire to learn and develop.
Applications for funding had to comply with leading practices adopted by actual businesses, as per the exemplar issued by
the Social Enterprise Academy. Participating schools had to submit comprehensive business plans for funding with a clear
rationale for the project, evidence of the role that pupils would play in delivering the outcomes, and the intended impact
and the cost of resources.
The programme provided a leading practice in the replication of real life situations where funding would not be received
until a “pitch” had been carried out to a potential investor; a Dragon. This again was not a theoretical classroom exercise,
but created a strong emphasis for each team of young individuals to prepare and present a compelling case for their
proposed venture.
The programme provided a unique way of involving external business leaders Instead of just keeping the process ‘in school’.
Five ‘Dragons’ representing Renfrewshire Wide Credit Union, Clydesdale Bank, Reid Kerr College, Learning and Teaching
Scotland, the Social Enterprise Academy undertook the final judging. A high profile final Dragons’ Den judging event was
held, to provide the pupils with a “business forum” to present their ideas and bid for the funding required to progress their
business.
The other innovative aspect is that our young people are engaged in their own community projects, which are also
embedded in the framework of the larger programme. The programme also provided a strong response and engagements
from parents. In fact, two of the winning projects will now be developed to include ‘Intergenerational Practice’. The Paisley
Grammar project will use some of their profits to provide their service free to local care homes for older people, and Our
Lady of Peace ‘Ecoforms’ project will be opening a shop, with support from grandparents and parents.
RESULTS + IMPACT
· a convincing mix of customer perception and internal performance measures
· clear line of sight to the delivery of the Single Outcome Agreement
· a full range of relevant results showing improvement over time
There were 438 pupils involved in the first round, and some ideas that were developed involved entire classes. There were
98 pupils involved in the final round who were represented by teams of 4 pupils. Eighty people attended the final event.
COSLA EXCELLENCE AWARDS 2011
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Participation
Schools
invited
62
Feedback forms completed (60% response)
1st round
schools
18
1st round
applications
21
Finalists
7
Pupils
17
Teachers/staff
8
Dragons
5
Pupil evaluation forms had 5 short questions asking: 1) what they enjoyed most about the project; 2) what was the most
difficult part; 3) what skills did they feel they had developed; 4) would they change anything; and 5) 3 words to describe their
Dragons’ Den experience. The Staff evaluations had 7 questions: 1) Project enhanced the curriculum; 2) Links to financial
ed, CFE , social enterprise; 3) Support provided; 4) Skills developed by pupils; 5) Enhanced learning in relation to the 4
capacities; 6) Change anything; 7) 3 words to describe event. Sample feedback from both of the above has been included
under the ‘outcome’ headings below, either as individual quotes or as summary feedback.
The businesses currently running (winning projects), which include all the original seven finalists, are: ‘Bringing Glamour to
the Grammar (Paisley Grammar School)’; Fairtrade Café – St Fillans Primary; Sparkles Nail Salon – Bushes Primary School;
Vermigood – Mary Russell School; Fantastic Forests – Auchenlodment Primary School; Ecoforms – Our Lady of Peace School;
and Trinity News- Trinity High School. Evidence is given below against each of the outcomes we set out to deliver:
To develop skills essential to learning and education and help our young people became successful, confident, responsible
and effective. This is evidenced by the following formal feedback: “The link to future employability was in evidence for all
the young people involved” – Dragon; “Financial understanding & business expertise was developed through the Press
Group’s production of a business plan and a confident ‘can do’ attitude was fostered in their presentation to the Dragons” –
staff; “It taught the girls a great deal about working together presenting themselves confidently and helped develop the four
capacities of Curriculum for Excellence” – head teacher; “This project has enhanced the learning in every area of the four
capacities to give our young people an opportunity to develop skills for learning, life and work” - head teacher.
To give our young people an opportunity to develop skills for learning ,life and work. This is evidenced by: please see
feedback form responses above; the continuing success of the business projects; “They were developing the core skills of
numeracy, literacy, problem solving and working together” – Dragon; “The Dragons Den provided them with the opportunity
to develop the skills required of them in the world of work beyond school, and as future citizens of a wider society” – staff;
What was developed during the project – “confidence, courage, communication, presentation skills, not to be nervous
talking in front of people, ICT skills, listening skills, improved self- esteem” – pupils; ‘The link to future employability was in
evidence for all the young people involved’ – quote from Dragon.
Curriculum for Excellence is firmly focussed on the learner and the objective was to provide pupils with the opportunity to
engage in active learning, in practical contexts, enabling them to develop, demonstrate and apply a wide range of skills.
This is evidenced by: “The challenge gave the pupils the chance to experience the type of skills that are essential for the
world of work as well as encouraging participation , adopting business principles and developing products for the local
community” – Dragon; “It has helped staff to see the potential of distributing leadership to children” – Head teacher;
“Developing skills within a real life context” – Pupils; “It is really catering for and bringing alive Curriculum for Excellence” –
teaching staff; “It has helped staff to see the potential of distributing leadership to children – Head teacher
Partnership working – to plan and deliver learning which meets the needs of individual children and young people. This is
evidenced by: “Pupils are trying to bring about a positive change in their own community” – staff; “It has helped raise the
profile of financial education and social enterprise with staff, pupils and parents” – staff; many pupils would change nothing,
increase confidence and development of presentation and communication skills - pupil feedback forms; being involved in the
projects was exciting, enjoyable, challenging fantastic – pupil feedback forms; 100% of the pupils who responded felt
informed and supported throughout.
To produce dynamic business ideas – a social enterprise that would make a positive and responsive change to peoples
lives. This is evidenced by: “The children are being motivated to reduce their carbon footprint through recycling and
sustainability. They are becoming more aware of their responsibilities within the school and the wider community- staff;
Pupils are trying to bring about a positive change in their own community” – staff; “It has helped raise the profile of financial
education and social enterprise with staff, pupils and parents” – staff; “We at Social Enterprise Academy were bowled over
by the amount of enterprising activity developed and inspired by Wilma and her team….”
Two of the businesses have since received national recognition. Bushes Primary School received a Scottish Schools
Social Enterprise Award in June 2010, and Trinity High school received a Scottish Schools Magazine Award also in June
2010. All of the businesses are still operating and making a profit.
COSLA EXCELLENCE AWARDS 2011
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Next steps
 Have you answered the assessment criteria set out in the guidance?
 Is your application form 3 pages or less? (anything more, including
appendices, will be automatically rejected)
 Has your application form been authorised by an appropriate person?
 Have you indicated whether you wish the application form to be
published?
Submitting your application
Please email your application by 8 October to:
Category 1 submissions
exawards2011-1@cosla.gov.uk
Category 2 submissions
exawards2011-2@cosla.gov.uk
Category 3 submissions
exawards2011-3@cosla.gov.uk
Category 4 submissions
exawards2011-4@cosla.gov.uk
Category 5 submissions
exawards2011-5@cosla.gov.uk
Category 6 submissions
exawards2011-6@cosla.gov.uk
Category 7 submissions
exawards2011-7@cosla.gov.uk
Queries surrounding the submission of applications can be made to:
Adam Stewart (adam.stewart@cosla.gov.uk / 0131 474 9275)