BUSINESS OF ENTERPRISE

EVALUATIVE REPORT - 2018/19

In its seventeenth year, the Business of Enterprise continued its tradition of
growth and evolution, with the project seeing its largest delivery to date, in terms
of the scope of ideas created and the number of sector specialists who gave up
their time to support the initiative.

In total, 1100 students formed teams of 6 to create, market, finance and present
new innovative ideas (either products or services), with a further 93 business
volunteers supporting the journey that the young participants found themselves
on. A total of 184 Businesses, of every conceivable concept, were developed by
the young people.

The success of the project is the way it draws on all the students’ learning to
date, their skills, their academic knowledge, their interpersonal skills and their
ability to complete tasks as professionally as possible. Team work is a common
theme in all schools, but rarely in the context of a significant piece of both
practical and academic work. In many schools several departments are involved
with STEM subjects in particular, but also MFL, English and Business Studies.

Each school chooses the best way for the students to begin the project, and how
the ‘Business Surgeries’ will be timetabled. EBP Kent supported all schools
throughout their chosen process, via business mentorship, support materials,
motivational workshops and the recruitment of local employers, with a range of
skillsets to assist with the numerous and different areas of work in need of
completion. The EBP Kent delivery team also coach and support teams
throughout the project, especially teams who might be struggling. On average,
each school dedicated a period of 3 months to the process, including the
participation of year groups working on their ideas, selecting which teams
compete at the school final, the school final itself, further mentoring for the
winning groups and the Runners-Up and Grand Finals respectively. Most groups
also worked on the project in their own time, meeting during breaks and after
school to complete tasks.
BUSINESS OF ENTERPRISE
EVALUATIVE REPORT - 2018/19
This report comprises data and comments taken from
participating students, teachers and the various companies
who supported the project over a period of 6 months during
the academic year 2018/19.

It will also be linked with the national ‘Good Career

Guidance Gatsby Benchmarks’ as highlighted by the January
2018 Department for Education ‘Careers Guidance and
Access for Education and Training Providers’ document.

1) A stable careers programme

2) Learning from career and labour market
information
3) Addressing the needs of each pupil
4) Linking curriculum learning to careers
5) Encounters with employers and
employees
6) Experiences of workplaces
7) Encounters with further and Higher
Education
8) Personal Guidance
‘I admire all the students for the
significant amount of work and
time they have invested into their
innovative ideas and for
presenting, something that at their
age can be very daunting!’

Employer
‘The impact the project had on me
was that I was able to grow into a
leadership role and learnt how to
solve problems as a group. I had to
become more open minded and
realise sometimes others can be
right!’

Student
THE PROCESS: Tailored to suit each school
GATSBY BENCHMARKS: 1, 2, 3, 4 & 5

THE LAUNCH: Unique bespoke briefing for each school. Employer-led

workshops, interactive presentations and in-depth briefings all combine
to ensure the key messages of the project are delivered.

DELIVERY: Generally, over the equivalent time period of 3 months,

students work on their ideas until completion. EBP Kent, with the
assistance of local business volunteers, support throughout via
mentorship, finance surgeries, marketing surgeries and presentation skills

FIRST SELECTION: The school, business volunteers & EBP Kent assess
all groups and their pitched ideas. Groups are then selected to compete in
the In-School final

IN-SCHOOL FINAL: On average, 8 to 10 groups contest the ‘In-School’

final. Judges are brought in from local businesses.

FINAL PREPARATION: Winning group and runner-up provided with

further support and coaching in preparation for the all school finals

RUNNERS-UP FINAL: Held at GRAND FINAL: Winning teams

Cummins Power Generation, Kent.
Ideas are judged by a panel of
senior employees, students receive
a tour of the company’s facilities
and take part work based activities
including ‘VR in Manufacturing’
compete at the HQ of Natwest in
London, to a panel of carefully
selected judges. Students have an
aspirational experience, one which
they will be able to use as they
formulate future CV’s.
PRE-EVENT:
GATSBY BENCHMARKS: 3 & 4

Above: The Business of Enterprise pack (sample pages). A guide for

the students, as they work their way through the project. A guide for
Teachers and a Volunteers’ guide is also available for partners. The
project is designed for a wide ability range and has extension elements.
PRE-EVENT: Sponsorship

This long term project is funded and sponsored by

several partners some with financial support and some
gifts in kind.

 Kent Community Foundation ‘The Overstone Fund’ –

exceptional support for all students, especially
those who benefitted from additional coaching
 Business Volunteers – Finance Coaches, Experienced
Business specialists, Judges across 10 Finals
 The wonderful setting of Cummins Power
Generation for the Runners Up final, plus judging and
mentoring support
 The inspirational setting of the Headquarters of
Natwest for the Grand Final. In the shadow of the
Shard and the Gerkin, students experience an
international City Centre as a world of work
reference
 DeHaan Charitable Fund sponsoring all the
preparation elements of the project
 Gibbons Trust for additional support for the more
vulnerable students
 Saga – Sponsorship for all of the trophies and
certificates for all finals
VOLUNTEER ORGANISATIONS
GATSBY BENCHMARKS: 1, 2, 3 & 4

These organisations, in particular, were incredibly generous

in their time and support, through group mentorship,
inspirational workshops and judging.
 VOLUNTEER Employers:
GATSBY BENCHMARKS: 2, 3, 4, 5, 7 & 8

Volunteer Employers were asked to give their thoughts on the

project and their involvement:

‘Judging the final was such an uplifting experience. Many of

the proposals focused on making the world a better place. It
was a wonderfully enriching experience and a powerful
reminder that we can, each of us, individually and collectively,
make a difference.’

‘This year’s students.... excelled with their ideas, their

teamwork & their presentation skills,... useful whatever
avenue they choose to explore next. I was proud to host this
final on behalf of NatWest & ensure this important scheme
for Kent schools received a fitting finale.’

Clearly a lot of thought had gone into the teams business idea
selections, particularly impressive was the inclusion of a
number of social conscience and disability support business
concepts. The young people presented their business ideas
with clarity and confidence. Demonstrating their acquired
knowledge of manufacturing, finance and marketing,
questions fired at the teams were answered very well and to
the satisfaction of the judges.
 VOLUNTEER ORGANISATIONS:
GATSBY BENCHMARKS: 2, 3, 4, 5, 7 & 8

‘Thanks to EBP Kent for inviting us to be part of the Business

of Enterprise Award. Congrats to the winning team. Well
done to all the other finalists. This year’s entries were
inspiring and it was a tough decision to Judge.’

‘It was my pleasure to be a part of the project! Some brilliant

students who really engaged with the workshops.’

‘It was a very enjoyable event and a privilege to be a judge.

I admire all the students for the significant amount of work
and time they have invested into their innovative ideas and
for presenting, something that at their age can be very
daunting!’

‘This was my first year as a judge and it truly was an honour

to have been part of it. Every school that entered the
competition had highly impressive, well-thought out, simple,
but yet, innovative and creative ideas. What stood out for
me, were the way the students demonstrated un-assumed,
confidence, enthusiasm, and passion for their product during
their pitches, along with the way they were able to answer
questions, without showing any signs of nervousness at all –
they should be proud. ‘
TEACHERS:
GATSBY BENCHMARKS: 2, 3, 4, 5, 7 & 8

100% of all teachers evaluated felt that the students

exercised independent learning, and learnt new skills.

100% of all teachers evaluated commented that their

students had improved all employability skills because
of the ‘Business of Enterprise’

100% would like their school to participate next year

100%

0%

YES NO

100% of teachers said students had shown an

increased work ethic by participating in the project.
 TEACHERS:
GATSBY BENCHMARKS: 2, 3, 4, 5, 7 & 8

‘The Business of Enterprise as a project allows students to

bring together everything they have learnt via their
curriculum endeavours, in a practical arena.’

‘It was really uplifting being in the audience again for such an
inspiring final.’

‘Our school believes in this project as a great vehicle for

learning and we shall continue to support it as long as we are
able. I know from all the years of working with EBP Kent and
all the students, that we have a jewel here to be continually
polished. A project with fantastic rewards for all schools.’

‘The pupils benefited enormously from the opportunities

provided by you for which we are very grateful.’

‘This has been a fantastic opportunity. Many of my students

felt it was the best project they have been involved in.’

‘So pleased with the seriousness and professionalism, with

which the students applied themselves to the project.’

‘Really good project. Our students really enjoyed it.’

 STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

4 = Excellent, 3 = Very Good, 2 = Good, 1 = Needs Improving

TEAMWORK

46%
4 15%
61% self-assessed at a level 3
35% or 4, pre-project
3 46%
POST
15%
2 19% PRE 81% self-assessed at a level 3
4% or 4, post-project
1 20%

MEET DEADLINES

PRE 60%
48% self-assessed at a level 3
POST
or 4, pre-project
41%
36%
96% self-assessed at a level 3 28%
or 4, post-project 24%
4% 7%

1 2 3 4
STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

4 = Excellent, 3 = Very Good, 2 = Good, 1 = Needs Improving

BE A LEADER: 33% self-assessed at a 3 or 4 level, pre-project
92% self-assessed at a 3 or 4 level, post-project
USE MY 58% self-assessed at a 3 or 4 level, pre-project
INITIATIVE: 88% self-assessed at a 3 or 4 level, post-project
BE CREATIVE: 35% self- assessed at a 3 or 4 level, pre-project
96% self-assessed at a 3 or 4 level, post-project

44%
18%
4 12% 42%
36% POST - Be a Leader
12%

15% 48% Pre - Be a Leader

3
46%
60% POST - Use my Initiative
23%
8%
2 12% 41% PRE - Use my Initiative
23%
42% POST - Be Creative

26%
1 PRE - Be Creative
4% 19%
23%
 STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

4 = Excellent, 3 = Very Good, 2 = Good, 1 = Needs Improving

MANAGING 31% self-assessed at a 3 or 4 level, pre-project
TIME: 76% self-assessed at a 3 or 4 level, post-project
EFFECTIVE 31% self-assessed at a 3 or 4 level, pre-project
RESEARCH: 88% self-assessed at a 3 or 4 level, post-project
COMMS : 54% self- assessed at a 3 or 4 level, pre-project
88% self-assessed at a 3 or 4 level, post-project

19% 44%
4 8% POST - Managing Time Well
48%
12% 42%
32% Pre - Managing Time Well
12%
3 40%
23%
POST - Effective Research Skills
46%
16% 42%
4% PRE - Effective Research Skills
2 42%
12% 46%
31% POST - Communicate Well With
8% Others
8% 27%
1
23% PRE - Communicate Well With
15% Others
 STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

4 = Excellent, 3 = Very Good, 2 = Good, 1 = Needs Improving

BE CONFIDENT

40%
4 15% 42% self-assessed at a level 3
40% or 4, pre-project
3 27% POST

16% PRE 80% self-assessed at a level 3

2 23% or 4, post-project
4%
1 35%

SOLVE PROBLEMS

PRE 46%
39% self-assessed at a level 3 POST 38% 39%
or 4, pre-project
27%
23%
85% self-assessed at a level 3 15%
or 4, post-project 12%

1 2 3 4
STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

‘Really improved my teamwork skills, especially coming to a

consensus decision with the group where compromise is key,
then sticking with that decision.’

‘I proved to myself I could deliver my part in the presentation

coherently to adults without being overcome by nerves.’

‘The impact the project had on me was to improve my

confidence in talking with adults in a business environment.’

‘I learned to follow a challenging task through to the end with

the help of my team.’

‘The project gave me a greater understanding of the needs of

the business world.’
STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

‘Initially I needed to learn a lot about working in a team and

the project gave me an opportunity to use my technical skills
for the team's good in a practical situation.’

‘The project really aided my confidence in presenting and

supporting an idea we all believed in.’

‘Taught me how to see a project through from beginning to

end.’

‘My team working skills have improved and I can appreciate

others' point of view. I also appreciated the constructive
comments of the judges.’

‘I have definitely improved my speaking and presenting skills

and realised how important correct dress can be.’

‘I liked the fact I was challenged to work outside my comfort

zone but this was made easier working with my team.’

‘I proved to myself I can overcome my nerves in presenting. I

learned how to manage my time better and meet deadlines.’

Boosted my presentation skills as others have said, it's a great

project for everyone to learn from as I have. ‘
STUDENTS:
GATSBY BENCHMARKS: 1, 2, 3, 4, 5, 7 & 8

‘Everything we've done as a team has been rewarding, I am

certain all the new skills I have will help me in the future and I
have learned so much from my initial mistakes.’

‘It’s been a really inspirational experience. I will definitely take

these skills forward into my future career.’

‘At the start of this project I didn’t feel confident speaking in

front of my class. I feel so proud to have come to this final and
presented to a room full of people I don’t know, as well as
judges.’

‘I found this project hugely beneficial. I used to enjoy working

on my own in school and found group work stressful. The
project has really helped me improve my teamwork skills and
overall confidence.’
IMPROVEMENTS: MOVING FORWARD
GATSBY BENCHMARKS: 1, 2, 3 & 4

SUGGESTIONS
 Begin the process even earlier in the academic year, with an even
larger number of schools (where possible) working on the project
before the Christmas period. This will be dictated by sponsorship and
the rapidity with which EBP Kent is able to secure it.

 If possible, increase the size of sponsorship so that more days can be

provided to groups/schools who would benefit greatly from the extra
support.

 The continued evolution of essential skills workshops for Masterclass

Days, further ensuring students are best equipped to tackle the
demands of the project.

 Continual close partnerships with schools to identify students who

need extra support. This might be students with behavioural issues,
learning disabilities or general low aspirations.

 Pursuing the possibility of a further increase in competing schools.

Once again, new schools have enquired about participation. If the
timing and logistics work, then it is something the charity, EBP Kent
will consider.

 If possible, as business support has again increased, to have specific

‘champion’ businesses for individual schools. They would be tasked,
with EBP Kent, of ensuring their individual school remains on task
and successfully completes the project.
SPECIALIST PROVISION
 New specialist activities delivered by EBP Kent to help students
identify key skills that would best prepare them for the variety tasks
requiring completion
 Employers from the local area recruited to support schools in close
proximity. The project’s growth has seen an increase in the number of
supporting organisations, which has allowed for employers to be
targeted for specific schools
 The set-up for both main finals has become incredibly efficient,
insuring a smooth get-in for students and a relaxed, positive
atmosphere for all groups to deliver presentations to the best of their
ability
 Opportunity for EBP Kent to engage with supporting businesses to
outline hopes and expectations for group presentations. Also, pre-
meetings with schools to determine the best timetable and a bespoke
method of delivery that would suit their students best

NEXT STEP RECOMMENDATIONS

 A drive to see if sponsorship can be increased this year so that further
time can be dedicated to supporting the competing groups and
students
 Further creation of new, introductory workshops that will further
enhance the learning experience for all participating students. Many
of these sessions are created in partnership with local business
 To review all student and teacher support booklets, to ensure
relevance and add/remove pages accordingly
 If possible, allocation of nearby businesses to support specific
schools., creating a feeling of ownership and pride in supporting the
local community
 CONCLUSIONS
 Seventeenth year for the Business of Enterprise. Impact evaluations point towards
a successful experience for students, both in terms of data collected and
comments provided participants
 Businesses recruited from the local area and some further afield, to ensure as
broad a picture of industry as possible was represented to the students
 New, specially designed workshops were delivered in many of the schools and
evaluations point towards a genuine impact on key employability and essential
skills
 Teaching staff were able to network with organisations if their time permitted,
increasing understanding of current industry information
 Students encouraged to use the experience as a ‘CV Builder,’ an example of an
independent project, judged by industry and having to work efficiently in teams.
Former participants coming back to speak at past finals, attest to the impact. This
year’s evaluations seem to say the same
 The project continues to be bespoke in its delivery ensuring that each school
receives a style of mentoring that suits their students best and causes the least
disruption to timetables and curriculum learning
 Schools continue to embrace the opportunity and there was a noticeable raft of
quality this year, rather than obvious front runners, with a number of possible
winners
 The support from businesses and organisations continues to be strong. The
judging panels who selected winning teams from individual schools were
exceptional as were the amazing individuals who took the time to listen to ideas
at the Runners-Up and Grand Finals
 The evaluations point towards a genuine impact on a number of future
employability skills. An even greater emphasis on these skills will be placed during
the introductions to the project for all schools.
 Many schools continue to see the impact the project has upon overall learning,
with a significant drive to embed much of the work into the curriculum. This might
take the form of English assessments, via the recording of presentations as
evidence or teaching staff offering extra time on the project during lessons such as
Business Studies