How the supplementary schools sector can make a positive difference to learning and communities and

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• How the supplementary schools sector can make a
  positive difference to learning and communities
  and the role of the National Resource Centre in
  championing the sector
• Frank Newhofer and Remi Gonthier

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• An estimated 5,000 supplementary schools are
  operating in England.
• They demonstrate a significant commitment from
  ethnic minority communities to improve the
  academic attainment of minority ethnic pupils
  through the expression and fostering of cultural
  qualities.
• They play a fundamental role in facilitating
  mainstream education, cultural expression and
  community cohesion.
• Some supplementary schools are large and well
  resourced, but the majority are small, cash-poor
  projects, reliant on local parents, businesses
  and community groups.

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We know for a fact that supplementary schools
can help to boost a young persons academic
performance. The National Foundation for
Educational Researchs pupil research survey in
2001 showed that 84 per cent of pupils who
attended supplementary schools said that they
helped them with their wider schoolwork. The
research also suggested that supplementary
schools helped to improve behaviour by helping to
motivate and engage older pupils who might have
become disaffected with mainstream school. Kevin
Brennan MP Parliamentary Under Secretary House of
Commons 27th Feb 2008
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• Britain as a country is proud of its diversity,
  every bit as much as our minority ethnic
  communities are proud to be British.
  Supplementary schools play a vital role in both
  cultivating and strengthening these multiple
  identities
• Lord Adonis April 2006

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Diversity and Citizenship the 2007 Curriculum
review led by Sir Keith Ajegbo

• exploring cultural, religious and ethnic
  diversity is a key aspect of schooling young
  people for the world and is inextricably linked
  to standards and attainment.

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Benefits for pupils who attend supplementary
schools can include

• Higher levels of achievement
• Increased motivated and self-esteem
• Improved confidence
• Support in improving behaviour and social skills
• Maintenance of home languages
• Opportunities for leisure, fun and enjoyment
• Reduced isolation by connecting children and
  families to others from a similar linguistic and
  cultural background
• Parental involvement in childrens learning
• Supervision of children and young people outside
  school hours
• Partnerships between school and minority ethnic
  communities
• Achieving additional language qualifications

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• The National Resource Centre for Supplementary
  Education (NRC)
• What is the NRC?
• The NRC is the national strategic support
  organisation for the
• supplementary education sector across England.
• It aims to be a national champion for
  excellence, innovation
• and partnership in supplementary education.
• What are our aims?
• Our aims are to work closely with supplementary
  schools to help
• Raise standards and quality
• Provide support and training to the sector
• Engage and represent the sector in policy and
  decision making
• Campaign for better funding for supplementary
  schools
• Work to support the growth and development of the
  sector

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Some of our projects

• We have
• Developed a Code of Practice and a National
  Supplementary Schools Awards programme
• Developed a Quality Framework for supplementary
  schools
• Worked to develop partnerships with mainstream
  schools and other organisations such as museums
  and libraries
• Worked regionally to encourage and improve
  support from Local Authorities
• Pioneered innovative projects - working with
  newly arrived communities, on community language
  programmes and on citizenship etc
• Developed accredited training for supplementary
  school teachers and leaders

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Training topics offered

• Business Planning
• Caribbean Heritage
• Child protection
• Classroom management
• Drama
• Effective Communication Skills
• Effective Lesson Planning
• Effective Management Skills
• Fundraising Skills
• Governance
• Start-up
• Teaching Resources
• Self-assessment and Evaluation

• Health and Safe
• Introduction to the English Education System
• Managing and Supervising Volunteers
• Monitoring Pupils Progress
• Parental Involvement
• Partnerships/Networking
• Quality Framework
• Special Educational Needs
• Introduction to Employment Law (summer 08)
• Teaching Maths, English, History and Languages
  (summer 08)

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How to guides

• Consult, monitor evaluate
• Plan develop your organisation
• Teach effectively
• Record progress achievement
• Work with other organisations
• Select support staff volunteers
• Make sure children are safe
• Manage finance
• Choose the right resources
• Create an effective learning environment

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Code of Practice for Supplementary Schools

• Create an effective learning environment
• Teaching Learning Governance
  Management

Teach effectively Record progress and
achievement Choose the right resource
Plan and develop your organisation Work with
other organisations Consult, monitor and evaluate
Select and support staff and volunteers Make sure
that children are safe Manage finances wisely
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Working in isolation is not an option. We need
these schools to become more closely entwined
within the fabric of our education system. That
is the way by which we will harness their full
potential and the way that they will convince
institutions that they merit additional funding.
Given the increasingly personalised education
system that we are striving to create, I believe
that supplementary schools have a promising
future. Kevin Brennan MP
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Supplementary schools can be a valuable part of
the extended schools offer. We expect local
authorities and schools to involve them as an
active partner as they plan their extended
services options, and we have said as much in our
guidance for local authorities. However, for
supplementary schools to make the most of these
opportunities, they have to be able to show their
value to the community and their willingness to
work with mainstream education and with local
childrens services. Hence the need to engage
with the National Resource Centre and to take
active steps themselves to build links with local
schools. (Kevin Brennan MP Parliamentary Under
Secretary House of Commons 27th Feb 2008)
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Effective LA work with supplementary schools

• LA officer responsible
• LA identifies any achievement group issues
• Supp schools referenced in CYPP objectives
• Policy on partnership between supplementary and
  mainstream schools with clear steer on
  accommodation charges
• Uses NRCs quality framework as kitemark
• Has considered any childcare study support
  opportunities offered by the supplementary sector
• Has considered data management /tracking
  implications
• Invites supplementary schools staff to
  participate in any relevant training
  opportunities etc.
• Makes SACRE aware of local supplementary schools
• Recognises the part that supplementary school can
  play in promoting community cohesion.
• Recognises how supplementary schools can support
  the personalisation agenda
• Recognises how supplementary schools can support
  the global international education agenda
• Celebrates best practice in the sector

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Other main issues for 2008/09

• Regionalisation ? Local forums
• Being commissioned / winning contracts/ income
  generation
• Disseminating good practice
• Proving impact (evaluation)

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For more information, or to contact us please
visit our website at

• www.supplementaryeducation.org.uk

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The continuing importance of working in
partnership the practical context

• Over to Remi