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Bullet nSpring 2011the

The National Resource Centre for Supplementary Education

Issue 18

challenges • opportunities • support • quality • success • funding

The seminar was jointly organised by Race on theAgenda (ROTA) and the National Resource Centre forSupplementary Education (NRC), with stimulating andpractical presentations from Dr Debbie Weekes-Bernardof Runnymede Trust and Shpresa and Organisation of Young Africans (OYA!) supplementary schools.

Debbie presented some hard-hitting facts highlightingthe influence ethnicity still has on educational experiencein this country. There has been debate recently from a

range of perspectives contending that race is no longer a major influence on individuals’ academic journey. Atfirst glance, the general picture seems to support thisargument: black and minority ethnic (BME) people areparticipating in higher education at increasing rates andIndian and Chinese pupils are outperforming their whitecounterparts at GCSEs. But more detailed analysis makesclear that major inequalities still blight the lives of youngpeople from BME communities. Continued on page 2.

Still passionate…On 28 February, practitioners from over forty supplementary schools joined researchers and support workers from a range of local and national agencies todiscuss the challenges and opportunities posed by the latest educational reforms,and ways of influencing them. Pascale Vassie, NRC policy and development managerat ContinYou, reports from the event.

‘I was thrilled to meet so many people with a similar vision for education development’.

2 Bulletin Winter 2011 Copyright © ContinYou

Continued from page 1.Pupil exclusions have long been seenas an area where race inequalitiespersist. The proposed changes toexclusion appeal panels, which give greater rights to headteachersand less to parents, combined withincreasing autonomy for mainstreamschools and the ending of severalnational and local targeted strategiesto improve the attainment of BMEchildren, seem likely to exacerbatethe long-standing difficulties thatcertain communities face in ensuringtheir children, particularly boys, getan education which enables them to achieve their full potential.

Runnymede is the UK’s leadingindependent think tank on raceequality and Debbie’s presentationdrew on years of research, debateand policy engagement. I stronglyrecommend to Bulletin readers thatyou engage with Runnymede andcontribute your own experience to their work.

Inform and inspireThe seminar was aiming to bothinform and inspire. The speakersfrom Runnymede, ROTA and theNRC provided in-depth analysis ofeducational reforms. Speakers fromsupplementary schools provided the inspiration and practicalexamples of how to findopportunities and strengths in eventhe most challenging circumstances.

First to speak was Dr Firinne NiChreachain from OYA!, who gave an impassioned presentation on thepower of parents and communitymembers to run successful, tightly-targeted projects built on individualcommunity characteristics andvolunteerism. Fahad Nsimbe andMaryan Adem, two young graduatesof OYA!, spoke of the strength and self-esteem they gained fromattending, as well as the exceedinglypositive impact the classes had ontheir educational attainment andprogression (90 per cent of OYA!pupils taking GCSEs in 2010 gainedfive A*-Cs including, English andmaths). They also demonstrated how attending supplementary schoolembeds in many young people thenotion of helping others, giving back and making change happen for oneself.

Luljeta Nuz and Flutura Shegaintroduced the Shpresa Programme,a project operating in six North EastLondon boroughs, which promotespositive identity and recognition ofthe Albanian community’s culturaland linguistic heritage, enablingpeople to settle and participate fullyin British society. Shpresa runs eightsupplementary schools, each onedeveloped in full partnership withmainstream schools. Shpresa is notcharged rental fees for any of itsmainstream school premises. Luljetagave detailed and clear guidelines on how they have achieved andmaintained such good workingrelationships.

SWOTBefore breaking into discussiongroups, seminar participants weretaken through a whistle-stop SWOT (Strengths, Weaknesses,Opportunities and Threats) analysisof current educational reform, led by me. With a focus on greaterpersonal and family responsibility foreducation, the government’s plansfor education can, in many ways, beseen to reflect the beliefs that led tothe development of supplementaryschools. So, there are opportunitiesto raise the profile of the sector anddevelop stronger, mutually beneficialrelationships with mainstreameducation. But, there is even lessmoney available from government

and many of the statutory andvoluntary agencies providing training and advice to communityorganisations are experiencing cutsin their own funding and capacity.

DiscussionsThe round-table discussions drew from the presentations andparticipants’ own expertise to raiseconcerns and solutions. The cuts tolocal authority services are a majorconcern, as many supplementaryschools receive financial support from children’s services and variouscommunity development grantschemes. Several of the schoolspresent had already been told thatthis support is ending and many of the supportive council officersfacilitating partnerships withmainstream schools are leaving theirjobs. All the groups emphasised the need for closer collaborationbetween agencies and betweensupplementary schools themselves.

Proposed reductions in the scopeof Ofsted inspectors may drawattention away from communitycohesion and put a heavier focus onachievement, teaching and learning,leadership and management.However, these are still proposals and the duty to promote communitycohesion remains in 2011/12. It isoutside the scope of this article torepresent fully the richness of thediscussion and the full report of theseminar is available to downloadfrom ROTA. ROTA is also offering freebespoke awareness raising sessionsabout the Equality Act 2010 whereyou can learn what types ofdiscrimination are now prohibitedand who is covered by the new law.With a better grasp of the keyconcepts in the legislation,communities can help public bodiessuch as schools promote equality forthe benefit of all.

If you would like ROTA to come toyour organisation or a meeting ofyour supplementary school networkto deliver a session, please contactRyan Mahan on [email protected] ortelephone 020 7902 1177.www.oya.org.ukwww.shpresaprogramme.comwww.runnymedetrust.org

Bullet n

‘It is encouraging tosee that individuals

and groups ofpeople are still

passionate about thesupplementary

school movement’.

Editorial Bullet nContents

Challenges and opportunities 1Editorial 3Support 4Profile 5CILT news 6Quality Framework revalidation 7Quality Framework consultation 8New ways of working 10Tradition, culture, attainment 11Working with mainstream schools 12Funding 13Celebration 14Training and events 15

National Resource Centrefor Supplementary Education31–33 Bondway, VauxhallLondon SW8 1SJTel: 020 7587 5080Fax: 020 7735 4002Email: [email protected]

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m~ëÅ~äÉ=s~ëëáÉI=mçäáÅó=~åÇ=aÉäáîÉêó=j~å~ÖÉêI`çããìåáíó=bÇìÅ~íáçå=~åÇ=fåÅäìëáçåI=`çåíáåvçì

The NRC is funded and supported bythe Department for Education and thePaul Hamlyn Foundation.

The Bulletin is produced by ContinYou, Unit C1, Grovelands Court, Groveland Estate, Longford Road, Exhall, Coventry CV7 9NE.

Tel: 024 7658 8440 Fax: 024 7658 8441Email: [email protected]

Website: www.continyou.org.uk

Printed by Micropress Printers,Halesworth, Suffolk.

DisclaimerThe views expressed and presented in the Bulletinare those of the authors and do not necessarily reflectany view or policy of the National Resource Centrefor Supplementary Education or ContinYou. You maynot distribute, copy or print any part of thismagazine without prior permission.

4 Bulletin Spring 2011 Copyright © ContinYou

Bullet n

We’ve been hearing from supplementary schools in many areas that have been told council services are to be cut back or removed completely. This has left manyschools feeling stranded.

What can schools do?• Network – You will have met other schools, both

supplementary and mainstream, through training andperhaps forum meetings. Arrange to meet so you candiscuss what benefits and elements you could takeforward together.

• Join independent forums – There are manysupplementary school forums across England. Manywere supported initially by their local authority, buthave since become independent. The NRC can helpyou find relevant ones.

• Identify your purpose – If you are going to worktogether as a network or forum of supplementaryschools, you need to agree on what your aims will be. Nobody likes meetings that are just talk and no action. Do individuals have the capacity to take on a little extra work?

• Identify need and gather evidence – Talk to as manyschools as possible, formally and informally, and keeprecords of their comments (this can help evidencing needin funding bids). Finance will be a key issue. It is unlikelythat you will gain funding to redistribute to individualschools, but you should look at funding applications thatdeliver joint training, resources, and so on. These aregenerally easier to obtain.

What can the NRC offer (paid and free)? Individual schoolsOur membership offer remains free to supplementaryschools. Upon joining, supplementary schools receive: • our termly Bulletin to keep you up to date with the

latest news in supplementary education• our regular e-Bulletin• free access to the Bronze level of the Quality

Framework for Supplementary Schools• free access to one open training course

(and a discount on further courses)• telephone and email support from the NRC team• fourteen ‘How to’ guides, giving advice on how to

run a supplementary school and how to meet quality assurance and safeguarding standards

• free community membership of NCVO• access to the members-only area of our website,

with downloadable templates, policies and procedures,examples of good practice, and teaching and learningresources.

Consortia and partnershipsIn some areas, consortia have gained funding to pay for development work, which the NRC is able to provide.Please see the offer below to local authorities, as we canoffer consortia the same.

Local authority commissioningThe NRC already works with a number of local authoritiesto deliver services. With jobs being cut, we can offer analternative for supporting local schools through our rangeof one-day training courses.

We are developing more courses to meet members’needs – watch out for Effective Teaching Skills inSupplementary Schools. We can also train mentors tosupport their local schools and enable them to buildcapacity locally, facilitate forums, link pupil data, providesupport directly, assist with project development andwrite bids.www.continyou.org.uk/nrcsupportinglas.

Support in tough timesIn this difficult economic climate, no service is safe from cutbacks and we are certainly seeing thiswithin local authority departments that have previously been able to support supplementary schoolsthrough free training and funding opportunities. How can the NRC help?

NRC coursesStarting a supplementary schoolFunding applications made easySafeguardingIntroduction to the British education systemBehaviour strategies and classroom managementEffective lesson planning and choosing the right resourcesRecording pupils progress and achievementSpecial educational needsThese courses can all be delivered to groups of 10 to25 participants and include photocopiable resources.

Accredited modular coursesThe Effective management skills in supplementaryschools course is an OCN accredited course whichcan be run as four full days or seven 3½ hoursessions.

The Effective teaching skills in supplementary schoolscourse combines the learning from our popularteaching and learning day courses into an OCNaccredited course. This course will be available fromSeptember 2011.

Both courses are most suitable for 10 to 15participants and require a commitment to the fullcourse duration. For fees and booking informationon our various training courses see p16.

Support

Bulletin Spring 2011 Copyright © ContinYou 5

Bullet n Profile

With over 25 years in the third sector,Karin has been head of the StephenLawrence Charitable Trust, theMinorities’ Arts Advisory Service andmore. She’s also been an advisor tothe government and organisations in the UK, USA and southern Africa,specialising in social justice, education,diversity and equalities, communitycohesion, arts and culture.CA: Tell us a little about yourexperience at supplementary school.KW: My mother found a CaribbeanSaturday School through my father’sfriends. It was in Haringey orCamden. I was quite a high achieverat school, and I wanted to learnabout Caribbean history and culture– all the black heroes and heroines.CA: What lasting memories do you have?KW: I was quite cocky andchallenging. I got into real troubleduring an African dance project; I wanted absolute proof during aGhanaian dance class that my history was from Ghana. I’d challenge that my background could be from Sierra Leone!

Supplementary school engendereda real interest in global politicalhistory as I got older, and I readquite substantive black political andmainstream texts. A lot of thisinterest was sparked by having an immigrant and mixed heritagebackground.

CA: When you look back as an adult,what were the benefits?KW: Being the child of one Englishparent and a Caribbean parent whowas absent, supplementary schoolgave me a good sense of my identityculturally, and a better understandingof the Caribbean and its history. Italso gave my mother, as an Englishwoman who was bringing up a blackchild on her own, a support system.

I think supplementary school alsopoliticised me in terms of the fightagainst racism. I wanted to beAngela Davis and had an enormousafro. The experince also directlyaffected my decisions in terms ofemployment, and nurtured my senseof political justice and human rights. CA: Think of one lesson you learnt fromsupplementary school. What was itand what influence has that had?KW: I understood that learning wassomething for everybody and thateverybody should have the samerights. I’m not talking about equalityof opportunities; I don’t think thatwas even a phrase back then. It wasactually a human rights issue.Everybody has rights to education.To be a full citizen, with itsresponsibilities and entitlements, youhave to be able to realise the rightsthat citizenship bestows upon you.Everybody has to have equality, andeducation underpins this.

CA: As the CEO of ContinYou, what doyou see as the importance of the NRC?KW: I’ve spent the last 27 yearsworking in charities that have tackledinequality, mostly educational andcultural and, for me, ContinYou isalso here to tackle inequalities andpromote community cohesion. TheNRC is essential because it representswork that is demanded and createdby communities; they’re respondingto very specific needs in a widevariety of ways. The NRC fits wellwith my own experiences of workingvery closely with communities. Itconfirms my belief that education ismore than what happens in amainstream classroom.CA: What one piece of advice wouldyou give to supplementary schools?KW: Always aspire for your students.Set high expectations and constantlystrive to understand the ways inwhich you can support them toattain well and succeed in statutoryeducation and in society. You arepart of a toolkit for young people as they grow into adulthood. Youcan also help our young understandtheir history so that they can maketheir future; in West Africa this isrepresented by a bird looking to the past: Sankofa.

Up close and personalClaire Arthur speaks to Karin Woodley, CEO of ContinYou, about her views and experiences ofsupplementary schools.

‘I wanted absolute proof … that my history was from Ghana.

I’d challenge that my backgroundcould be from Sierra Leone!’


This five-year campaign aims toimprove the UK’s understanding of the value of languages in all areas of life, achieve a step change in language learning at all levels, and improve the nation’s capacity in language skills and professionalservices. The campaign has five keyobjectives:

1 Every language valued as an asset

This will encourage policy makersand citizens to recognise that themany languages used in the homesof UK citizens are a valuable resourcefor social cohesion and economicsuccess.

2 A coherent experience oflanguages for all children in primary school

This will introduce the learning ofother languages and cultures, as well as helping to develop a betterunderstanding of how a child’s own languages work.

3 A basic working knowledge of at least two languages,including English, for every child leaving secondary school

This will equip every school leaver to live and work in a global society,where confidence in learning andusing other languages is a majoradvantage.

4 Every graduate qualified in a second language

This will prepare future leaders in business, the professions,voluntary organisations, educationand research to thrive andcommunicate confidently in complexglobal societies.

5 An increase in the number ofhighly qualified linguists

This will fulfil the growing need forlanguage professionals, especiallyEnglish-speaking interpreters andtranslators, and for teachers and

researchers specialising inlanguages and cultures.

A launch event in Februarybrought together representativesof over 30 organisations whooffered their support for thecampaign. Read more about how to getinvolved atwww.speaktothefuture.org.

CILT news

Support forcommunitylanguagesCommunity languages teacherslooking for support will findmany useful resources in CILT’scatalogue. A world of languages(YPF10), for instance, is apractical resource to get youngchildren thinking about thebenefits of speaking anotherlanguage. Our curriculum guidesfor Mandarin, Cantonese, Arabic,Gujarati, Panjabi, Somali, Tamil,Urdu and Yoruba provide aninvaluable framework forteachers in both mainstream andcomplementary schools. On theresearch side, our ground-breaking new book Languagecapital explores how the 233languages spoken by London’sschoolchildren are central to theUK’s future as a key globalplayer. www.cilt.org.uk/shop.aspx

TALA featured on Teachers TV

The Tamil Academy of Language and Arts in South East London has helped out at the launch

of the Speak to the Future campaign. The supplementary school isdedicated to teaching Tamil children about their cultural heritage and community languages, and helps them achieve in their mainstream schooling as well.www.teachers.tv/news/89301

Speak to the future: the campaign for languages


Bullet n Quality Framework revalidation

Fourteen schools in London piloted the QualityFramework back in 2005–06, before the schemewas extended further around the country. Of these first fourteen, eleven have now been revalidated.

Three of the supplementary schools completing theirrevalidations in 2010 are based in Camden: the CarAfCentre Mandela School, Escuela de Formacion ArtisticoLatinamericana (ESFORAL), and the British SomaliCommunity.

Their reviews were conducted by Angela Bell, SeniorMentor; Joe Hayman, Deputy Chief Executive, CorporateStrategy at ContinYou, presented the revalidated GoldAwards at the Camden Supplementary School Forummeetings.

All three supplementary schools are now taking theirnext steps – the road to Special Distinction.

Still solidgold

‘It was great working with staff on our

self-evaluation and to see that the quality

of lesson was at a high standard still. This was

inspiring for us as a team because our goal of

aiming high for our children was clear to see.’

(Peter Okoye, Education Officer,

The Mandela School)

‘We worked really hard for the Silver Award, somost of the preparation for the teaching was

very good. When we got Gold, we had everything

in place. We just keep looking at everything, ourpolicies, our lessons and how the children are

progressing, so most of it was done.’(Yolanda Diaz, Secretary, ManagementCommittee, ESFORAL)

RevalidationA Quality Framework award is valid for three years,so revalidation ensures all NRC member schoolsmaintain their high standards. As long as revalidationis requested as soon as the existing award expiressupplementary schools do not need to prepare anew portfolio or attend another recognitionmeeting. If there have been many changes, or ifthey want to aim for a higher award, then theschool will be offered the opportunity to prepare fora new recognition meeting. For revalidation, schoolsreceive a visit from a senior mentor, who assesses theschool by observing individual classes and reviewingthe Bronze Management File to enure all policiesand procedures have been updated and remaineffective.

‘The revalidation shows that we have maintained

the high aspirations for our children, our high

standards for their education and our continuing

commitment to their future. I’m so proud of their

achievements and want to improve them more.’

(Sagal Mumin, School Co-ordinator,

British Somali Community)


Seven supplementary schoolsare working together todevelop, and gain, the highestlevel of the Quality Framework:the Special Distinction Award.

Last summer, we started theprocess by holding a meeting for a number of schools that had already achieved their Gold QualityFramework Award. In response to their ideas, the process forrecognition has been modified and, we hope, improved.

CriteriaKey elements of the criteria forSpecial Distinction are:• the involvement of pupils in their

own and others’ learning – for

example, through peer mentoringand helping to set and assesspersonal learning goals

• teaching and learning that extendspupils’ experience, whetherthrough lessons, resources, outside speakers, visits or additional activities

• active direction by themanagement committee/trustees

• a business planning process thatdrives the development of theorganisation, and is linked to staffdevelopment, partnership andfunding strategy

• clear aims and objectives for pupils,teachers, managers and trustees atorganisational, group and

individual level, which are agreedand assessed, with progressmonitored and evaluated.

To achieve a Special DistinctionAward, your first step is to work withyour mentor to ensure that yourschool fulfils all the criteria of theCode of Practice at the highest level.You will need to update your BronzeAward Management File and have itchecked by your mentor.

What is excellence?The pilot group discussed in detail what excellent teaching and learning looks like in a supplementary school classroom. Here are their suggestions:• There is an overall curriculum, and a more detailed scheme of work, which breaks down the learning class

by class and term by term. Both show understanding of the limited time available in the supplementaryschool, the involvement of parents, and the importance of homework. From these, the teacher produceslesson plans which show creativity and include opportunities for speaking, listening, reading and writing,whatever the subject or topic.

• Students participate, listen and are enthusiastic. They have done their homework, and know what toexpect in the lesson, what their goals are and whether they have achieved them. They have formed acommunity of learners and there is a culture of engagement. For much of the lesson, there is organisednoise, reflecting the active interest of the pupils.

• Relationships show warmth and mutual respect. Everybody knows each other’s names, and the teachermotivates the pupils during the lesson, giving positive encouragement, and acknowledging and praisinggood work.

An excellent supplementary school teacher: • is knowledgeable about the subject and well prepared• manages teaching assistants and volunteers effectively• keeps broadly to the lesson planned, but shows flexibility in response to their own assessment of

the needs of the children • shares the aims of the lesson with the pupils and the processes that will help them to learn • uses a variety of resources, including IT, if it is available• encourages student–teacher interaction and student–student interaction• has clear points for assessment of pupils during the lesson• includes differentiation that shows understanding of the needs of individual pupils• reviews the lesson and what has been learned with the pupils at the end • gives feedback informally to parents as they collect their children.

Have you anything to add? Send your suggestions to [email protected].

Bullet n Quality Framework consultation

Special Distinction - we consulted, w


Your management committee shouldreview and check all policies, andsign them off to make sure that theyare up to date.

ProjectsYou also need to plan and run asuccessful partnership project with at least one other organisation. Some of the projects being plannedby the current schools include:• a comparative study of the impact

of supplementary education onchildren

• helping a new supplementaryschool set up and follow thesuccess of a more experienced one

• extending the curriculum through joint projects with otherorganisations such as theatrecompanies and arts organisations

• producing materials that can beused by other supplementaryschools

• establishing and leading aconsortium of different groupsproviding cultural, educational,social and sporting activities for the community, with collectivefundraising, activities and events,open days, and so on

• working with other supplementaryschools that share premises in alocal primary school to developmutual support and ways ofworking together to improve the quality of provision for allchildren and better links with the host school.

These projects are all indevelopment, and we will give youan update on their progress in a later edition of the Bulletin.

Recognition meetingThe next step is to prepare for therecognition meeting at which youpresent your achievements and

assess those of other supplementaryschools. This is similar to a Silver orGold recognition meeting, but lasts a full day because you have to makepresentations about your partnershipproject, as well as show that youmeet the criteria.

You write a more detailedintroduction to your school and acase study describing and evaluatingyour partnership project. Instead of aportfolio, you prepare a selection ofdocuments that demonstrate youmeet the additional criteria. Yourmentor will visit your schoolregularly throughout the process.

As at all other levels of the QualityFramework, recognition is by peerassessment. Schools that completethe Special Distinction Award will be offered a visit by an independentexpert with experience ofeducational evaluation.

Arabic School For All(ASFA) aim high toachieve the Gold QualityFramework Award –the first in Lincolnshire!

we listened and we’ve made changes


Bullet n New ways of working

Since last October, five of the approximately twentysupplementary schools inWestminster have been workingtowards the Quality AssessmentFramework with NRC mentorKelly Ocloo.

This work has been supported byRazia Sattar, the Children and YoungPeople’s Development Officer inWestminster at Voluntary ActionWestminster.

The Quality Framework enablesschools to look at their structure,teaching and learning methods andthe ways they can work inpartnership with each other.

A new way of workingIn the current financial climate wherefunding is scarce, funders and localauthorities are asking voluntary andcommunity groups to work inpartnership and form consortias topool resources and make fundingapplications.

One such funder is John Lyon’sCharity. They have supported anumber of supplementary schoolsacross nine London boroughs overthe last twenty years and, morerecently, have also adopted astrategic approach throughpartnerships with organisations such as the NRC.

The supplementary schools inWestminster recognised that workingin partnership could have a numberof benefits, such as:• sharing current, relevant and

specialist news and information on supplementary schools

• a forum to communicate theneeds, concerns and challengesfaced by schools in the borough

• strengthening services by the sharing of good practice,knowledge and expertise within the consortia

• strategic support to developpractical and beneficial links withmainstream schools

• strengthening the collective voiceof, and advocacy for, supplementaryschools in the borough

• public celebration and recognitionof schools’ achievements.

In response to this reflection, a group of supplementary schoolscame together to form a consortia in January 2011. This has involvedthe schools actively engaging withKelly and Razia, as well as each other, through monthly meetings todevelop a partnership agreement anda proposal for funding opportunities.

Achievements and challenges Most of the schools in the consortia have completed theirBronze Award and an awardsceremony is being planned for 14May. They hope to invite mainstreamschools, local councillors and keypolicy makers in Westminster, as well as friends and family.

One idea to engage mainstreamschools has been for supplementaryschool pupils to give invitations to their mainstream teachers.

In addition to this, the group hopesto create a leaflet which outlineswhat they do to help raise theirprofile. This leaflet will be designedby the pupils of the supplementaryschools as part of a competition.

The main challenge to theconsortia’s development has beentime restrictions, as well as thestretched capacity of schools andtheir volunteers, who are alreadygiving 100 per cent to the excellentwork in their individual schools.

But all parties are aware that thechallenges are worth overcomingbecause of the benefits reaped.

Supplementary schools in Westminster ‘It has been

challenging findinga common goal that

meets the diverseneeds of all the

group and workingtogether on

something that canbenefit us all.’(WSPM Agape

Community Project)

‘Joining theconsortium has

been very helpful.The discussions withother schools have

been interesting andyou get to learn

new things whichmakes you feel moreconfident about the

work your school is doing.’

(Ardhmeria Albanian Supplementary

School)

Contact [email protected] more information or visit theschool’s own websites.Debanma Saturday Schoolwww.debanma.comSudanese Supplementary Schoolwww.sudaneseschool.comSanabel Arabic Schoolwww.arabfamilycentre.comAmmar Bin Yassarwww.barclondon.org.ukArdhmeria Albanian School www.ardhmeria.co.uk

‘The work we do has a positive influence

on how mainstreamschools teach childrenfrom migrantcommunities.’


Springboard to successBullet n Tradition, culture, attainment

We try to help children improve theirattainment, overcome barriers tolearning and build their confidence,with the support of parents, staff andkey community service providers. We especially try to preserve forposterity the traditions of art, cultureand education, while preparingstudents for challenges andopportunities ahead.

We have a range of aims:• to provide classes to complement

what children learn in mainstreamschools

• to help develop the academicperformance and attainment levelsof pupils from disadvantagedbackgrounds

• to invest in children now to enablethem to become the successfuladults of tomorrow

• to provide classes in subjects thatare not taught at mainstreamschools – mother-tongue and otherlanguages, culture and heritage,dance, music, and so on

• to support the childrenin a friendly, caring andcultural environmentthat takes account oftheir cultural andlanguage needs.

Our language department at Sree Bharathalaya teaches studentstheir mother-tongue languages,including Tamil, Hindi, Gujarati and Malayalam. We feel it’simportant to enable children fromethnic backgrounds to engage with the cultures of their roots.

We help mainstream schools byproviding extra support to childrenwho are unable to receive appropriatesupport at home, such as withhomework and other schoolwork,and help families learn Englishalongside their children. We are alsoproviding help for students takingGCSEs, SATs and 11+ examinations.

Growth We recently received funding fromAwards for All and BBC Children in Need.

The grant from Awards for All isbeing used to provide English andcomputer classes for parents. Theseclasses will be an opportunity forparents to improve and develop theirskills and, in turn, enable greaterinteraction with their children‘seducation.

The Children in Need grant willfund academic programmes for

our children, enabling themto do well in school andimprove their chances inlife. By enjoying andlearning about

culture and tradition, whileimproving their reading, writing and communication skills, pupils will develop confidence and havetheir perspectives widened aboutwhat the future could hold for them.This increased self-esteem will helpthem achieve more.

We are proud to be a member of the NRC and we are grateful toClaire Arthur, Regional Advisor, forher support in finding the bid andhelping us to apply and make it asuccess.

Success Many of our students took the 11+ entrance examinations duringJanuary. Every single one passed theirexams and one student got a fullscholarship to King’s High Girls, aprivate school.

High attainment like this improvesthe outcomes for schools and raisesthe expectations of educationalestablishments when it comes tochildren from black and minorityethnic backgrounds. The work we do has a positive influence on howmainstream schools teach childrenfrom migrant communities.

Upcoming events We are organising essay, poetry,fancy dress, drawing and speechcompetitions for children aged 5 to15 during April, and 120 studentswill be participating. We are alsoorganising our annual sports andfamily fun day during July.

Sree Bharathalaya Limited (Academy for the Performing Arts, Culture, Languages and SupplementarySchool) was inaugurated in January 2010. It began with 60 students, but numbers have already nearlytripled to 160. Founder and chairperson, Padma Rahulan, tells us about the school’s ethos.

Bullet n Working with mainstream schools

Mary Ann Davies,the inspirationalheadteacher ofUplands Junior

School, felt driven to offer support to local supplementary schools, as a high percentage of her pupilsattended madrasahs after school, and parents felt that they variedgreatly in terms of teachingmethods, curriculum and theteaching of culture and history.

The Schools Development SupportAgency (SDSA) in Leicester gained asmall amount of funding to helpMary Ann start a project to linkUplands with local supplementaryschools.

Special assemblyIt was, initially, difficult to get thesupplementary schools involved,even with the help of people fromthe community. A new approach wasneeded to engage with the teachers,imams and principals.

A special assembly was thereforeheld about madrasahs and childreninvited staff from their own

madrasah. Representatives from two mosques attended and this gave Mary Ann the opportunity to ask them how her school couldsupport their work. The messagecame back loud and clear that helpwith pupil behaviour and teachertraining was needed.

Developing a courseA twelve-week course was puttogether, covering classroommanagement, lesson planning,motivating pupils, and more. Withexternal help, an Islamic perspectivewas brought to the course andpromoted through existing networks.

Many different members of staff atUplands were involved in deliveringthe course, including newly qualifiedteachers (NQTs), experiencedteachers, classroom assistants, and other school staff. Many of the teachers gave their time for free, as they saw this as being beneficialfor the school. They also gainedcontinuing professional development(CPD) opportunities and learnt aboutother cultures.

It was very important to Uplandsthat finances be transparent, becausemany of the schools were wary offunded projects. Clear, user-friendlyaccounts were shown to theparticipating schools to explainwhere money had been spent. Thevenue was already open to 6pm sothat was not an extra cost.

ObservationsIn addition to the training, Uplandsoffered course attendees theopportunity to tour Uplands JuniorSchool and to sit in and observe theteachers. Seeing how the theory wasput into practice resulted in fantasticfeedback and, on average, 50 peopleattended classes each week.

What next?SDSA, Uplands Junior School and the Leicester Complementary Schools Trust will be looking toexpand the model to include anadditional four mainstream hubschools. We will report on theirprogress in the future.

Creative, innovative and inspiringClaire Arthur of the NRC reports on an innovative project in Leicester, which has seen Uplands Junior School supporting local supplementary schools.

‘I found the information given today very useful and

it has given me a lot of ideas which will help my teaching.’

(Madrasah teacher)

‘These courses areexcellent, informative

and fun too.’(Madrasah teacher)

‘My staff are gaining fantastic CPD from being involved with

this, their confidence is growing and they are so impressed with

the madrasah teachers who theyfind intelligent, articulate and with

whom they share a vocation.’ (Mary Ann Davies, Headteacher,

Uplands Junior School)‘Going to the

classrooms broughtthe information

alive.’(Madrasah teacher)



BBC Children in Need grantsprogrammeThis is open toorganisations workingwith disadvantagedchildren and youngpeople who are 18years old and under.

Organisations andprojects must be basedin the UK and must be registeredcharities or other not-for-profitorganisations.

The Thames Bengali Associationwas a recent recipient of one of their grants through support fromthe NRC.

Mohammad Abu Hussain said:‘I’m very delighted to let youknow that, thanks to your supportand hard work, our application toBBC Children in Need has beenawarded for three years. On behalf of our management committee andfrom me, I would like say thank youvery much for your support. We will keep in touch with you andare grateful to you!!!’www.bbc.co.uk/pudsey/grants/general_grants.shtml

BIG: ReachingCommunitiesThis offers between £10,000 and£500,000 for projects that help those most in need and improve the quality of life in communitiesacross England.

You can apply for the funding if you are a registered charity, avoluntary or community group, astatutory body (including schools), a charitable or not-for-profitcompany, or a social enterprise.www.biglotteryfund.org.uk/prog_reaching_communities?fromsearch=-uk

The MonicaRabagliati CharitableTrustGrants supporting organisations thattackle child suffering and deprivation,prioritising small and mediumorganisations, where possible.

Trustees assess grant applicationstwice a year.www.rabagliati.org.uk/about_us.htm

The WatesFoundationUp to £30,000 through four grantprogrammes, which include supportfor early years transition, families andchildren in school years. South Eastand Central England only.www.watesfoundation.org.uk/grants/guidelines/

The FoyleFoundationGrants of between £1,000 and£10,000 for smaller UK charities,particularly those at local communitylevel for which the grant would makea significant difference.www.foylefoundation.org.uk/small-grants-scheme

The Peter CruddasFoundationGrants to help disadvantaged youngpeople develop their potential.www.petercruddasfoundation.org.uk/about.htm

The Kelly FamilyCharitable TrustGrants usually between £1,000 and£5,000 for charities that involve thewhole family in initiatives to tackleproblems of one or more of itsmembers.www.kfct.org.uk/criteria.html

Nominet TrustProvides funding for IT projectssupporting disadvantaged groups.Possible projects for supplementaryschools include: IT classes withinsupplementary schools; internet-awareness classes for parents to help them understand mainstreamschool internet use, and to supporttheir children to complete schoolassignments on mainstream school intranets.www.nominettrust.org.uk

Breaks 4 KidsThe Youth Hostel Association’scharitable fund supports under-privileged young people under 18 who are travelling as part of anorganised group, such as a schooltrip or youth club trip.

They offer grants for up to 50 percent of the cost of accommodationand food. They also offer packages of activities. Applications for fundingmust be made at least eight weeksbefore the trip begins. For Englandand Wales only.www.breaks4kids.co.uk/schools-and-groups/index.aspx

Tesco CommunityAwardsBetween £500 and £4,000 to localprojects that support children andtheir education and welfare, andchildren with disabilities. Applicationsshould be made between 1 May and30 June 2011.http://cr2010.tescoplc.com/communities/tesco-charity-trust.aspx"

Bullet n Funding


Bullet n Celebration

Standards in supplementary schools in Oldhamhave improved tremendously over the pastcouple of years, with Suzy Chapman and BradleyHeap providing mentor support to schoolswishing to complete the Quality Framework and the NRC providing training and support.

Earlier this year a number of supplementary schools took part in the Effective Management Skills inSupplementary Schools programme. This NRC coursewas funded by the local Integrated Youth Study SupportService and Oldham’s HUB service, a network that bringstogether all voluntary, community and faith groups inOldham working or volunteering with children andyoung people.

AimThe aim of the course is to equip leaders, managers and organisers of supplementary schools with relevantmanagement skills and in-depth knowledge of the sector in order to raise standards.

Accreditation Learners gain individual accreditation (OCN Level 2) bydeveloping and demonstrating their skills and knowledgeof supplementary school management. This is achievedby sharing information, experience and good practice;learners also discuss issues and concerns together duringthe course, which is delivered over seven sessions.

Aspects coveredA wide range of aspects are covered, including:• the nature and purpose of supplementary schools

and their local and national context• how to create an effective learning environment• understanding the welfare needs of students• putting in place relevant policies and procedures

• partnership working • monitoring and evaluating requirements.

The course has been offered in four local authorities in2010–11 and feedback has been very positive.

HUB serviceThis network recognises the fantastic work supplementaryschools do for local people and the community. It aimsto provide support to enhance the structure, safety andeffectiveness of teaching and learning within the sector.

Working in partnership with the NRC, the network has enabled four supplementary schools in Oldham toachieve the Bronze Award, and so far two have gone onto achieve the Silver Award. More local supplementaryschools are currently working towards their awards.

The Oldham network values the support the NRC offersto supplementary schools and the work the schools do,and strives to support them in their future deliverythrough close partnership working.For further information about supplementary schools inOldham and the support available to them, please contactSuzy Chapman, Out of School Hours Learning Manager,and Quality Framework Mentor: [email protected]

Raising standards in Oldham

Effective management skills in supplementary schoolsThis popular and comprehensive OCN-accredited course has been verysuccessfully delivered in Oldham, Harrow, Tower Hamlets, Kensington &Chelsea and Hammersmith & Fulham in 2010/11 and is due to run in

Enfield and Lincoln in the summer term. The course comprises 30 hoursof learning and successful completion leads to three credits at Level 2.

For more information about the course, or to book it for yourregion, please email [email protected]


Bullet n Training and events

The NRC, CommUnity Barnet,and Barnet Council are workingtogether to create partnershipsthat result in good practice. All three agencies are providinginvaluable support to theBarnet Supplementary SchoolsForum (BSSF), which is bringingtogether the borough’s widerange of supplementary schools.

About BSSFBSSF is made up of over 25supplementary schools that areproviding mother-tongue, culturaland national curriculum classes tochildren aged 5 to 19 in Barnet.

The forum has been set up to:• provide networking opportunities• raise the profile of supplementary

schools• promote good practice• facilitate access to training• provide support in fundraising

for members• provide peer support• campaign on common issues.

The Forum is growing fast, with new schools regularly asking tobecome members. The currentmembers include schools supportingthe Caribbean, Iranian, Russian,German, Afghani, Portuguese,Chinese, Somali and other Africancommunities. Organisers of largeGreek Cypriot, Polish and Albaniansupplementary schools are in theprocess of joining too, making BSSF one of the largest forums in the country.

BSSF is supported by CommUnityBarnet (CB), an organisation thataids, promotes and co-ordinatesBarnet’s voluntary and communitysector to enhance the quality of lifefor all. CB recently obtained a three-year grant from John Lyon’s Charityto encourage supplementary schoolsto develop national curriculuminitiatives.

Training coursesA group of Barnet supplementaryschool representatives attended twotraining sessions giving an overview

of special educational needs (SEN).The training was organised byErtanch Hidayettin, NRC mentor for Barnet, in conjunction with BSSF and CB.

The sessions were delivered by IanMcAllister, Barnet Children’s ServiceActing Joint Specialist Team Manager,Complex Needs Division, and werevery well received. Several attendeeswere aware that they had childrenwith statements of SEN, but had littleknowledge of the specific supportprovided within mainstream schools.

The sessions were the first step toan improved understanding of thiscomplex area, and it was agreed thatother more specific sessions wouldtake place in the future.

On 2 February, 23 people fromsupplementary schools cametogether for a workshop onsafeguarding, delivered by PascaleVassie from the NRC. It was a livelyand engaging evening, withattendees showing a clear thirst formore information and advice. Oneidea that emerged was that eachsupplementary school couldnominate someone to be theirsafeguarding lead. This would meanthat there would be one person topass information on to, who couldadvise their team on safeguardingissues. The group agreed to takewhat they had learnt to the nextBSSF meeting at the end of March.If you would like more informationabout the work of the BarnetSupplementary Schools Forum, [email protected] or visit http://bssforum.weebly.com.

Barnet setting the pace

Are you a management committee member or manager from a small or medium-sized local organisation in Camden, Islington, Kensington

and Chelsea, Lambeth, Southwark, Wandsworth or WestminsterWould you like some one-to-one support to meet your legal obligations

as an employer and strengthen human resource practice in yourorganisation?

Then Target HR, Human Resource Support Project may be for you!For more information, contact Stefanie Borkum, Target HR advisor, at

Voluntary Action Camden, 293–299 Kentish Town Road, JW5 2TJ,telephone 0207 2846 564 or email [email protected].


Bullet n

Open training programmeHow to manage a supplementary schoolThis course is for organisations setting up supplementaryschool provision, and is also an excellent ‘update session’for small supplementary schools that are expanding. • London: Thursday, 9 June (10am to 3.30pm)• Coventry: Thursday, 16 June (10am to 3.30pm)

Funding applications made easy (FAME)This course will take you through the steps of making a great funding application, including project development,evidencing need, outcomes and outputs, and more.• London: Thursday, 12 May and Thursday, 2 June

(10am to 3.30pm) • Coventry: Tuesday, 24 May• Yorkshire/Lancashire: Thursday, 26 May (10am to 3pm)• Leicester: Wednesday, 1 June (10am to 3.30pm)

Safeguarding for Supplementary SchoolsThis course provides practical tools and knowledge aboutsafeguarding. It includes a very practical SafeNetworkresource pack and DVD and guidance on how to applythe SafeNetwork standards to your school.

We are holding a free Safeguarding Champions trainingday in London on 17 June for local authority andvoluntary sector agencies working with supplementaryschools. Contact [email protected] if youwould like to attend.

Quality Framework mentor trainingThis training prepares people to become supplementaryschool mentors for the Quality Framework. To ensurethat the Quality Framework remains free of charge atBronze level and at a low cost at higher levels, mentorsare not paid for this work. The role is, therefore, mostsuitable for those who are employed within statutory orvoluntary sector agencies to support communityinitiatives and/or educational attainment.Day 1: Get an overview of the award scheme and theCode of Practice for Supplementary Schools. • London, Friday, 13 May (10am to 3.30pm) Day 2: Plan how to support groups as they buildportfolios and develop critical skills.• London: Friday, 3 June (10am to 3.30pm)Further details and application forms are on our website.

Training and events

Additional coursesIn addition to our open training programme, we are able to offer the following one-day courses. Local authorities or clusters of schools can buy in each of these courses for £450. NRCsupplementary school members can book us todeliver any of these courses on site for 10-25participants at the subsidised rate of £350 per day.

Introduction to the British education systemLearn to plan your teaching and its delivery so that it is attuned to the wider context of the Britisheducation system and the key stages within thenational curriculum.

Recording pupils’ progress and achievementLearn strategies and techniques that are constructiveand efficient. Explore ways to monitor and recordchildren’s progress and achievement, so that you can plan with their needs and strengths in mind.

Special educational needsExplore the key issues affecting young people withspecial educational needs (SEN). Use case studies toexamine the practical implications of governmentlegislation and SEN policies, and become equippedwith practical strategies for supporting children withSEN in schools.

Effective lesson planning and choosing the right resources Get practical guidance and activities to make yourlessons more enjoyable. Gain a clear understandingof how lesson planning benefits you, as well as yourpupils. Easy-to-use planning models will beexplained, giving you the ability to adapt planseffectively for your own teaching circumstances.

Behaviour strategies and classroom management Classroom management is crucial for a positivelearning environment. It makes teaching and learningmuch more satisfying for both the teacher and pupil. In this workshop, you will have theopportunity to look closely at the various aspects of classroom management and how these can beused to foster constructive learning conditions.

The NRC can provide training anywhere in England. We run open training courses in central locations (see below),but are happy to organise training in your county or borough. Contact the NRC to discuss your training needs.

To book a course, visit our website or email [email protected] or telephone 020 7587 5080. Most courses are offered at the excellent price of £50 which includes light refreshments and all resources. NRCMember supplementary schools pay a subsidised rate of £15 per participant and are entitled to one free place on theopen training session of their choice each year. Payment must be received in advance to secure your place.

The following dates are correct at the time of going to print. For more up-to-date information about when andwhere courses are being held, please visit www.supplementaryeducation.org.uk.

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