Policy process - internal:

1. 1-22 September – Classroom teachers apply to take part in the different entrepreneurial JAPortugal (JAP) Programmes;
2.  October-December – JAP allocates volunteers to project schools and sends the checklist and other materials, such as Diagnostic/Final Test to each class, the different Programmes, table records with authorizations of parents for the students;
3. January-February - Volunteers' training given by JAP; Contact of the volunteers with the co-ordinator or with classroom teachers (policy process is always conducted by the co-ordinator in collaboration with JAP); To begin the activities in each class, a meeting takes place between classroom teacher, the volunteer and teacher co-ordinator; The programmes begin with the use of the diagnostic test and the final test is also used - they are the direct observation for evaluation by the teacher and the volunteer. The co-ordinator is always informed about the application's activities. An analysis of the results on a grid for that specific purpose is given by JAP and uploaded by the coordinator/teachers and volunteers. These grids are submitted to JAP and all the process is monitored by the co-ordinator. In addition, online surveys are also submitted at the end of the programme, as well as tailored activity reports.

• Assessment for Learning within Enterprise is evidenced through 'BSquared targets' for Personal, Social, Health and Economic Education (PSHE) and Citizenship, in addition to the relevant curriculum areas including all areas of English, Maths and Science. In addition, the 13 areas for Enterprise have been included within this format.
• From November 2011 assessment has become more formalised through the 'Enterprise Journey' Skills list which covers six levels and includes students from key stage 3 onwards (aged 11 upwards). There is a specific focus on three areas during Enterprise Week in November and again in June.
• Self assessment for Enterprise was introduced as part of the Enterprise Award (ASDAN short course).
• As a school we use 'Evernote' to record progress for individuals and within subject areas.
• From KS2 (pupils aged 7 upwards), pupils at Highfurlong complete externally assessed modules for Enterprise Education; these include the Asdan 'Key Steps – Enterprise Module', Asdan 'New Horizons – Personal Development Challenges - Enterprise', Asdan 'Towards Independence – Business Enterprise Module', Asdan 'Enterprise Short Course'  and Blackpool Football Club Enterprise Award.

Achievement in Entrepreneurial Learning is reviewed by the children themselves in relation to the skills they have developed and the amount of money made. Teachers also assess using an assessment sheet.

Assessment is mostly undertaken by students in terms of peer- or self-assessment based on the teacher's benchmarks. The evaluation may be both summative and formative.

We evaluate the level of achievement of students by using a range of methods, including:

• Survey of evaluation (run by Junior Achievement Poland and a professional advisor) - these surveys test students' economic knowledge before they participate in the programme 'Personal Economics or decide about yourself' and then after certain sections have been completed. Moreover, surveys test students' level of ability concerning, for example, financial management or the rules for starting a financial activity. A professional advisor systematically surveys the students' abilities, interests and professional predispositions. These surveys facilitate making choices about one's own professional career or entering the job market.
• Competitions: 'Economic knowledge competition', „Z ekonomią za pan brat” ('Economy's close friend', 'Close friend of economics') - competitions are organised by the school and all of the students can participate.
• The school also participates in external evaluation of teachers concerning the running of the programme: 'Personal Economics or decide about yourself'. Evaluation is carried out by Junior Achievement Poland through evaluation surveys and interviews with teachers.

Rules for assessment and records are stated in our school curriculum and are based on our marking system where 1 = best and 5 = worst. Twice a year, at the end of each term, students are given school reports - the overall evaluation of their achievement in all subjects. In addition, students keep records of their work in a portfolio where both teacher and student can see their development over time.