The School: Dairy Meadow Primary School

Dairy Meadow is a 2-form entry Primary School in Ealing and this is their first year of running an Enabling Enterprise programme. Dairy Meadow has a real focus on empowering their students to be confident and resilient and so this links perfectly to students developing their enterprise skills.

The Challenge: Greetings Card Challenge

The day was launched with themed music in assembly and the students were set the exciting challenge of creating their very own greetings card company. The Dairy Meadow students had to use their teamwork skills throughout the day in order to include everyone’s ideas into their final card design and to make sure their production line ran smoothly.

The Results:

The Dairy Meadow students produced some really creative card designs and stayed positive despite some obstacles they encountered throughout the day. In Key Stage 1 the students stayed positive during the production line and mastered the art of card-making, producing some really imaginative cards. In Key Stage 2, lots of the teams excelled in the efficient manufacturing of their cards by working together and sharing their ideas. The presentations at the end of the day were a particular highlight, with several teams really showing their ability to confidently share their ideas, having practised several times before the final pitch.

What they said:

  • “It was great to do this at the beginning of the year because the teachers could see who in their new classes were team players and who perhaps might need a bit more support with working with other students this year.” – Assistant Head Teacher, Dairy Meadow Primary School
  • “I enjoyed making the cards and selling them because I felt I was in control and an independent business person!” – Year 4 Student, Dairy Meadow Primary School

Well done to everyone who was involved.

Enabling Enterprise are working in partnership with schools and businesses to support students to build enterprise skills and aspirations. Find out more by contacting us.

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