funding † training † partnerships † campaigns Bullet n the · 2018-11-26 · Twitter lingo...

Bullet nAutumn 2012the

The National Resource Centre for Supplementary Education

Issue 22

funding • training • partnerships • campaigns

Using social mediaFacebook, LinkedIn, Twitter, online forums anddiscussions, blogs and websites are all forms of socialmedia, and can provide a cheap and effective way ofraising awareness of what you do.

Facebook This is a social networking site where you create apersonal account. Once you have an account, you can:search for and add ‘friends’ (watch your network beginto grow!); post updates about what you’re thinking orwhat you’ve been doing; see your friends’ updates andcomment on them. It’s so easy once you get going!

Creating an account• Step 1: Search for ‘Facebook’ using a search engine like

Google (or go to www.facebook.com directly).• Step 2: Fill in your basic details: name, email address,

date of birth, gender, and so on. Choose a password.• Step 3: You will receive a confirmation email. Ensure

you click on the link to activate your Facebook account.You’ve now established your account and can search

for ‘friends’. You can do this, for instance, by searchingyour Hotmail or Yahoo email address contact list. If youadd places where you’ve worked or gone to school, this will also enable Facebook to search for potential friendsand suggest people you may know.

Creating a page for your schoolFacebook accounts are for individuals. To promote yoursupplementary school, you will need to create a ‘Fanpage’ to officially represent your group. • Step 1: Log in to your Facebook personal account. In

the top right-hand corner you will see a ‘Home’ button;click on the arrow and then on ‘advertising’. In Step 1,click on ‘Create a page’.

• Step 2: Customise your page. Upload a profile picture(eg the school logo) and fill in basic details about yourschool (eg when you’re open, venue, staff/volunteers,the subjects you teach, contact details).

• Step 3: You now need to get people to ‘like’ yourpage. Do this by putting an update on your personalpage, so that your friends can see it. This is where youcan make a huge impact on raising awareness. Forexample, the NRC page has had 64 ‘likes’, but each ofthese will have appeared on users’ walls, so their friendssee the post too – a total of 22,218 people! Where elsecan you reach so many people withoutspending money on advertising?

‘Social media’ is becoming more prevalent in everyday life, so what’s stopping you fromjoining in?

Continued on page 2

2 Bulletin Autumn 2012 The National Resource Centre for Supplementary Education Copyright © ContinYou

Bullet n Continued from page 1

• Step 4: When you next log in toyour account, click on the ‘Home’button to use Facebook as anindividual, or as your school page.You can then post updates aboutwhat’s happening at the school,celebration events, photos, and soon (remember to get permissionfor any children’s pictures you use).Once you have set up your page,

make sure you ‘like’ the ‘NationalResource Centre for SupplementaryEducation’, and get daily updates on events and funding deadlines.

LinkedInLinkedIn is another social networkingsit, which is more suitable forprofessional networking (eg if youare a teacher and looking for work).

Creating an account isstraightforward; the process takesyou through a number of steps,asking questions so that you build a profile. Make sure your biographytells people who you are, who youhelp, and how you help them.Highlight your area of interest (eg education, communityeducation). LinkedIn provides somegeneric examples to help get youstarted.

LinkedIn, like Facebook, willrecommend people you may beinterested in connecting with.

GroupsThere are many different discussiongroups on LinkedIn. These can helpyou get to know people in your fieldof interest, and make your networkgrow. LinkedIn will suggest potentialgroups for you to join. Once you’vejoined, introduce yourself in the forum and join in discussions. This will help you to buildrelationships and develop yournetwork.

Top tips for helping your network grow• When you send an invitation to

connect with someone, add a short personal message, introduceyourself and ask them aboutsomething connected to their job role.

• Update your status and tell peoplewhat you’ve been up to – this willappear on their updates and willraise your profile.

• If you have a website for yourschool, add this to your profile.

• Add all of your job or volunteerroles to your profile; then getrecommendations from peopleyou’ve worked with.

• Click on the profile link; thenchoose ‘Recommendations’ andinvite your colleagues to add arecommendation. This can be agreat endorsement of your work.

TwitterTwitter is a real-time informationnetwork that connects you to thelatest stories, ideas and opinions ofpeople you are connected with.When you post an update, it is calleda ‘Tweet’, which can be up to 140characters long. You can add photos,videos and weblinks.

Create an accountUse your real name to create anaccount. This will help people findyou. Write a short biography aboutyourself and your interests; you willalso need to create a ‘handle’, whichis your Twitter ID.

For example, Sam Freedman,Policy Adviser at the Department forEducation, is father of 2 year oldtwins. His handle is @Samfr. TheNRC’s handle is @SupplementaryEd.

Twitter lingo• Handle – a user’s Twitter name.• Retweet (RT) – when someone

forwards your Tweet, manually putRT in front of the Tweet to give theperson credit.

• @reply – the @ symbol in front ofsomeone’s handle ensures they get your message; this is still a publicmessage for all to see.

• #hashtag – this is a way ofidentifying tweets on a particularsubject. If you write about yourschool, include #education or#supplementaryschools in yourTweet. You can search for all theTweets on a particular subjectusing this method.

Top tips for tweeting• If someone mentions you (using

@your name) thank them. They arepromoting you, which may resultin you gaining more followers.

• If you choose to disagree withcomments, remember to berespectful and polite at all times.

• Don’t ignore new followers. Tweetthem with a hello, and includetheir handle.

YouTubeYouTube is incredibly popular. Many people use YouTube as asearch engine (much like Google),but their results will be short videos,rather than a webpage.

Consider making a short videoabout your school and uploading this onto YouTube. You can link to the video from your Facebook,Twitter or LinkedIn account. You can also share your school video andwatch videos from other supplementaryschools on the NRC’s YouTube page:NRCSupplementaryEd.

SummarySo, now you know more about socialmedia, why not ‘like’ the NRC pageon Facebook and help to raise theprofile of supplementary education?

We’ll ‘like’ you back, helping toraise your profile. Search for ‘ClaireArthur’ and ‘Pascale Vassie’ onLinkedIn. If we’ve visited your school,we can write a short endorsement.

Once you’ve got set up, you caneven look at linking your accounts,so that if you update your Facebookpage it sends out a ‘Tweet’!

Good luck and happy networking!This is an abbreviated version of the full article, which can bedownloaded from our website:www.supplementaryeducation.org.uk.

Editorial Bullet nContents

Social media 1Editorial 3Partnerships 4Funding 6Update 7Network development 8Quality Framework 10Impact evaluation 11Campaigns and awards 12Training 14Pupil focus 15Training programmes 16

National Resource Centre forSupplementary Educationc/o Resource for London356 Holloway RoadLondon N7 6PA

Tel: 020 7697 4055Mobile: 07817 585 972

Email: [email protected]

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

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.

Registered charity no: 1097596Registered in Scotland: SCO41687Company limited by guarantee.Registered in England and Wales: 4652378

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‘We’re all in this together’ –that’s probably the one phrasethat will define this age ofausterity and recession, forbetter or worse.

But, whichever way you thinkabout those words, there’s an aspectto them which applies to the newlandscape for voluntary andcommunity sector (VCS)organisations, such as supplementaryschools, and mainstream schools.

Both types of school are severelyaffected by funding cuts, and bothare seeking trusted partners to helpthem in their important work of:• raising young people’s attainment

levels• improving their behaviour and

attendance • raising their aspirations to

succeed in life.Mainstream schools try to achieve

these aims in many ways. One way isto find proven, quality-checked out-of-school-hours (or extra-curricular) partners that can providetheir pupils with study support orother opportunities to improve theirclassroom performance and grades.

Finding common groundWhat supplementary schools offertheir pupils fits readily into the extra-curricular/study support slot, often with the added value of cultural andlanguage activities.

However, it’s true that manysupplementary schools still find ittricky to gain access to mainstreamschool leaders to show what they canoffer. If ‘we’re all in this together’ istrue, then common ground betweenmainstream and supplementaryschools must be found in order touse available funding wisely, and toshare resources and expertise.

The key questions are: how tobring the two types of schoolstogether? And once together, howcan they work in productivepartnerships?

When choosing extra-curricularproviders from the voluntary sector,schools need to find organisationsthey can trust, with proven trackrecords, and all the basic legal andsafeguarding requirements in place.

Because they need to account formoney spent, they also want to workwith organisations whose extra-curricular activities can be monitoredand evaluated to show how pupils’learning outcomes are beingimproved.

In June 2011, the ExecutiveMember for Children’s Services atManchester City Council, Afzal Khan,said to members of the ManchesterSupplementary School Network(MSSN):

‘The wonderful work ofsupplementary schools can’t beunderestimated: supportingchildren’s education anddevelopment results in betterperformance, better results andincreased learning. Strong rootsmake strong community members.’

‘The wonderful work of supplementaryschools can’t be underestimated:supporting children’s education

and development results in betterperformance, better results

and increased learning.’

Bullet n

Building partnerships w


Partnerships

In that statement, we can see allthe ingredients that should be in anyextra-curricular programme: • support for young people’s

intellectual and practical learning(and raised achievement levels)

• support for their personal growth• support for their ethnic identities,

languages and communities. Thiswill help form secure, confidentyoung people, good learningcitizens who enhance the cohesionof their communities.That’s a huge win for mainstream

schools that work with supplementaryschools. But to become a reality, thismessage needs fleshing out. It needsto be underpinned by facts that canconvince mainstream schools to work more closely with localsupplementary school partners.

More joint working is one of thesurvival routes for all schools, butboth sides need a clearunderstanding of the benefits.

Since supplementary schools mustoften make the first move towardsmainstream schools, a good start isto position themselves in ways thatafford them the best chance offorming long-lasting partnerships.

Once contact is made, and thedoor opens, it is vital to step insidewith a set of clear, compellingreasons for working together that willconvince a school’s headteacherand/or governors – or, if approachinga school partnership, the group’slead person. And that’s just the start.

What next?One way for supplementary schoolsto be more visible to mainstreamschools is to register on the LearningExchange’s VCS Hub.

This is a database of voluntary andcommunity sector organisations thatoffer extra-curricular programmes toyoung people aged 5 to 14 and topupils with special educational needs(SEN) up to the age of 16.

Registering gives them a profile,which outlines what they offer andwhere. Schools are reassured that theregistered supplementary schoolshave completed the NRC QualityFramework, and quality checklistsconfirm that safeguarding and legalrequirements are in place.

Being on the VCS Hub also offers supplementary schools access tohigh-quality, free extra-curricularresources and training. The nexttraining events are as follows:• The October training addresses

how to increase participation andengagement in extra-curricularactivities.

• February’s training focuses oncommissioning extra-curricularproviders (or being commissioned). Membership of the Learning

Exchange or registration on the VCS Hub is all that is required toqualify for this free training. Visitwww.learning-exchange.org.uk tojoin up. Membership is currently free.

Free bespoke trainingUntil 31 March 2013, the LearningExchange, with its partner, theUniversity of the First Age (UFA), can also offer free bespoke trainingfor supplementary schools (or bothmainstream and supplementary).

The tailored training could, for example, focus on partnershipworking and monitoring outcomes,both areas of extra-curricular practicethat would be useful tosupplementary schools.

To qualify for the free bespoketraining all you need to do is providea minimum of twelve participantsand a venue. The Learning Exchangeand the UFA will do the rest. To discuss tailored training, [email protected], call07971 111 6401 or visitwww.learning-exchange.org.uk.

One way for supplementary schools to be more visible to mainstream schools

is to register on the Learning Exchange’s VCS Hub.

Bulletin Autumn 2012 The National Resource Centre for Supplementary Education Copyright © ContinYou 5

with mainstream schools


Bullet n Funding

These days you probably haveto write to six or seven fundersto make one successfulapplication. You may think youknow exactly how to do this –you’ve been practising! But it’sworth reminding yourself ofsome basic rules ...

Set a realistic budgetBefore writing seven pages ofnarrative about how great yourproject is and why it must befunded, take a step back, take a deepbreath and write the budget first.

The budget will help you identifyeverything you need for your projectand, ultimately, what you are actuallygoing to apply for funding for.Budgets make you realise what youneed and help you decide what afunder will and will not support.

If you don’t really know whatyou’re spending someone else’smoney on and how you’re going toaccount for it, don’t expect them togive it to you.

This is especially important giventhat most funders want you to reportback when the funding period endson what their funding has beenspent on and how effective theirsupport has been.

Establish effectivepartnerships When looking to fundraise inpartnership with other organisations,establishing the budget becomeseven more crucial to success:• Make sure everyone is clear who

the lead partner is and whatbenefits each partner is giving andreceiving.

• Make a list of contact names andpartner organisations, togetherwith the tasks that need to bedone to achieve funding success(and by whom). Circulate it toeveryone.

Do some research Researching potential funders isimportant: • If they are a local business, talk

to them. Find out what intereststhem, what issues they face andhow supporting your projectcan make a difference to theirbusiness and their customers.

• If they are a national company with a giving policy, visit theirwebsite for their latest annualreport or social responsibilityreport. Call them to see if yourproject might be of interest tothem.

• Download the funder’s latestannual report from the CharityCommission (www.charity-commission.gov.uk). This can givemore detail about their areas ofinterest and the amount of fundingthey give to projects they support.

Take advice Get help from specialists. As well asthe NRC, try the following sources of information and support:• Your local voluntary service

provider, for example, the SouthYorkshire Funding Advice Bureau:www.syfab.org.uk

• Small Charities Coalition:www.smallcharities.org.uk

• Directory of Social Change:www.dsc.org.uk

• National Council for Voluntary Organisations: www.ncvo-vol.org.uk.

Also consult funding websites, such as Funding Central:www.fundingcentral.org.uk.

Fundingopportunities Great Britain SasakawaFoundationThe Foundation makes small grants to support activities thatpromote the study of the Japaneselanguage and culture, schooleducation and youth exchanges. www.gbsf.org.uk

Youth Music Grants Grants are available to supportprojects that provide music-making activities for children andyoung people. Youth Music aims to support music-making,principally in out-of-school-hoursactivities.http://network.youthmusic.org.uk

Tesco Charity TrustCommunity AwardsThere are two rounds each year,providing £500 to £4,000 one-offgrants to charities and not-for-profit organisations working onlocal projects that benefitcommunities close to Tesco stores. www.tescocharitytrustcommunityawards-applications.co.uk

Milton KeynesCommunity FoundationGrants of up to £5,000 towards a broad range of local activities. Next deadline: 14 December.www.mkcommunityfoundation.co.uk

East London CommunityFoundation (ELCF)Following the huge success of the Olympics, ELCF is receivingdonations to Legacy 2012. Fundswill be used to support small, local voluntary groups.

There are 55 communityfoundations like the one above.Visit the Community Foundationswebsite to find the foundation that covers your area.www.communityfoundations.org.uk

Stating the obvious


Bullet n

At the NRC, we aim to keep supplementary schools updated with changes which impact on your school. Over the past two years there have been various updates in relation to the Vetting and Barring Scheme (VBS). In this article we give you the latest information and explain what the changes mean for supplementary schools.

Safeguarding update

RecommendationsRegistration with the Independent SafeguardingAuthority (ISA) will be scrapped. There will be norequirement for people to register with the scheme and there will be no ongoing monitoring.

Previous recommendations should be scaled back tocover only those who may have regular or close contact with vulnerable groups.

The Criminal Records Bureau (CRB) and the ISA shouldbe merged and a single Non-Department Public Body or Agency created in their place; the Disclosure andBarring Service (DBS) will provide a combined barringand criminal records disclosure service.

CRB checks should be portable; a new Update Serviceproviding portability will be introduced in early 2013.

An online system should be established to allowemployers to check if updated information is held on an applicant.

Changes from September 2012Children under 16 years of age should not be eligiblefor CRB checks.

A new definition of regulated activity

Impact You still need to interview, collect references andcomplete a CRB check for any employee or volunteerworking with children at your school.

Supplementary schools are still classed as regulatedactivity.

No action; once the DBS is established, we will publicisethis in the Bulletin and on our website. This is due tohappen in December 2012. The umbrella organisationsthat carry out CRB checks will then work with the newbody to process checks.

The Update Service will allow individuals (if they choose to subscribe to it, and pay a small fee) to applyfor a CRB check once and then, if they need a similar sort of check again, to re-use their existingcertificate, with their organisation checking online to see if it is still up to date. This will avoid manyunnecessary repeat applications.

No action as this isn’t in place yet; we will let you knowonce it is up and running.

Impact If you have volunteers aged under 16 you won’t be ableto CRB check them; they should remain supervised bysomeone with a CRB check.

Supplementary schools still fall within the definition ofregulated activity.

To see some frequently asked questions about the VBS, visit our website:www.supplementaryeducation.org.uk.

Update


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Birmingham Supplementary Schools CAs with many other large cities across the UK, Birminghamhas a long and rich history ofsupplementary schools, withsome schools having been set upover 40 years ago.

The Birmingham SupplementarySchools Consortium (BSSC) includesArabic, Bangladeshi, Chinese,Gujarati, Iranian, Panjabi and Tamil schools, which teach pupilslanguage, culture, heritage anddance.

Many of the schools exist toprovide extra support in core schoolsubjects, including English, mathsand science. Often these schoolsreach out to individual young peoplewho are disengaged at mainstreamschools, for numerous reasons.

End of grantsIn 2011, Birmingham City Councilinformed community organisationsthat grants made to supplementaryschools would no longer be available,as it was making cuts as part of itsausterity measures.

A large number of member schoolsfelt strongly that the supplementaryschool network, which had beenbuilt up both informally and formally

over the last few decades, should notbe left to disintegrate but that itshould continue to supportsupplementary schools to carry ontheir good work.

New organisation A new organisation was establishedby a group of enthusiasticsupplementary school managers.Their main aim was to continue thenetwork for the benefit of hundredsof children and young people acrossthe city.

A steering group was formed fromthe group of managers to launch thenew organisation, called BirminghamSupplementary Schools Consortium.It was agreed that he membershipfee would stand at £30 per annum.

Pupil achievement dayFollowing a consultation with allschools, the steering group agreed to hold a pupil achievement day.

This annual event had beensuccessfully organised by the localauthority for many years, and had been the highlight in thesupplementary schools’ calendar.

The steering group agreed thedate, time, venue and programme

for the event and shared out themanagement tasks. A pupilachievement day was held onSaturday, 28 April 2012 at KingEdward VI High School for Girls.Pupils, parents and teachers from25 schools attended the event. • Welcome: The programme started

with a welcome from NargisRashid, a volunteer member ofBSSC’s management group.

• Overview: This was followed by anoverview of developments fromGurjit Singh Gill, founder memberof BSSC.

• Showcase: Pupils from theBirmingham Chinese School,Midland Tamil Cultural Association,Al-Bokhari Education Centre andIranian Supplementary Schoolshowcased their talents.

• Keynote speaker: Councillor AlanRudge, Cabinet Member forEqualities and Human Resources,was invited as the special guestkeynote speaker, and alsopresented achievement certificatesto pupils. Cllr Rudge stressed theneed for communities to worktogether to support theeducational attainment of childrenand young people.

Network development


CEDF Panjabi School wasestablished in 2004, followingconsultation with a local secondaryschool – Hamstead HallCommunity Learning Centre(HHCLC) in Handsworth Wood,Birmingham.

Headteacher Ken Morris regardsthe links with the Panjabi School asmutually beneficial, as it offersopportunities for pupils and staff:

‘There are two angles. If you take itfrom the student’s point of view, thespin offs are that they have a broadereducation and a complementaryeducation.

‘So, in terms of the Panjabi, theyhave either extra Panjabi becausethey come to the supplementaryschool, or because they haven’tchosen to do it as an option [here].They can do it at the supplementaryschool, or you’ve got the opportunitywhere young people are coming inYear 7 and to save them waiting untilthey get into Year 9, they’ve got theopportunity to do it earlier.

‘We’ve got one of our teachingassistants actually teaching in asupplementary school, so it provides... professional developmentopportunities, and the broadening ofher role to be involved in that work,as well as re-emphasising andhighlighting the nature of what weare as a school.’

The strength of this partnershipwas recognised by a study conductedby the London MetropolitanUniversity, the findings of which werepublished in study Six of the Best –Developing Partnerships BetweenSupplementary and MaintainedSchools, published by BTEG (BlackTraining & Enterprise Group) andCES (Centre for Educational Success).

The CEDF Panjabi SchoolHeadteacher and Project Manager,Gurjit Gill, believes the key to theschool’s success is its focus on thethree-way partnership and regularfeedback between teachers, studentsand parents.

Gurjit says: ‘As well as providing abasis for improvement in the overallservice the school provides, thefeedback from parents is also veryencouraging and highlights why wedo what we do.

‘Many parents of children andyoung people at our schoolcomment upon the increasedconfidence of their child(ren), which is then transferred across into children’s mainstream activitiesand helps children to mix with otherchildren socially.’This is an abbreviated version of the full article, which can bedownloaded from our website:www.supplementaryeducation.org.uk.

Consortium• Congratulations: Cllr Rudge

congratulated the steering groupon their effort and hard work tocontinue the valuable work ofsupporting supplementary schools,as an example of ‘big society’. He also thanked pupils, teachersand parents for their efforts, andpresented certificates to the eagerly waiting pupils.

• Ending: The first BSSC pupilachievement day closed with a vote of thanks to everyone whohad helped to organise the event,especially Dr Ghorbani from theIranian School and King Edward VIHigh School for Girls for hostingthe event. Birmingham Supplementary

Schools Consortium has evolved from a local authority managedorganisation to a successfulindependent organisation.

This is thanks to the determinationand efforts of a small group ofpeople who believe that childrenshould have sound knowledge oftheir heritage and culture, as this, in turn, will help them become well-rounded and flourishing learners,ready to take their next steps in lifeand education.

CEDF Panjabi School

From left: Rajvir Gill (CEDF), Jaspreet Takhi, Prof Angela Creese, Prof. AdrianBlackledge (University of Birmingham) and Gurjit Gill (CEDF)

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Supplementary schools inMilton Keynes are proving theyare providing high-qualityand safe out-of-school-hourseducational opportunities forchildren and young people byachieving the Bronze level ofthe Quality Framework.

Five supplementary schools haverecently reached the standard andare now working towards their Silverand Gold awards.

The schools are supported byMilton Keynes Council’s EthnicMinority Achievement and SupportService (EMASS), which leads aSupplementary Schools’ Network – a partnership that helps the schools to improve educationaloutcomes and ensure that effectivesafeguarding measures are in place.

There are 46 registeredsupplementary schools in MiltonKeynes, of which eighteen areMadrassahs (Islamic schools). Over2,000 children and young peoplecurrently receive supplementaryeducation in Milton Keynes,including religious, cultural,academic, and home languageteaching.

As part of their support, EMASSmentors have also supported supplementary schools by offering anEffective Teaching Skills course atOCN Levels 2 and 3.

In addition to this training onbehaviour management and special educational needs has beendelivered; a special Criminal Records

Bureau (CRB) drop-in session has alsobeen organised for the Autumn term, to support supplementary schoolswith their applications forms.

In order to align the supplementaryschools’ approach to managingbehaviour with mainstream practices,EMASS will deliver a training sessionon the restorative approach inNovember 2012. This will be inpartnership with a local mainstreamschool, to ensure a consistent andjoined-up approach.

Linda Bartlett, from the council’sEMASS team, said: ‘We know thatsupplementary schools provideimportant complementary educationto children and young people from awide range of backgrounds and formany different purposes. Ournetwork allows us to support schoolsto take the lead in driving upstandards and safeguarding children.The council is encouraging allsupplementary schools to worktowards the Bronze, Silver and Goldlevels of the Quality Framework toensure that the 2,000 children andyoung people in Milton Keynes whoreceive complementary educationcan do so in a safe and wellmanaged environment.’

Going for gold!Over 2,000children and

young peoplecurrently receivesupplementaryeducation in

Milton Keynes,including

religious, cultural,academic, andhome language

teaching.

Presentation of the Bronze Awards by Gail Tolley, Corporate Directorof Children and Families, and Director of Children’s Services


Quality Framework


Research into raising attainmentJohn Lyon’s Charity is a grant-maker with a specific focus oneducation, and supplementaryschools have always had thepotential to be an importantvehicle for channelling directsupport to the variety ofcommunities in the charity’sbeneficial area.

Responsive The Charity has always beenresponsive to requests for supportmade by supplementary schoolgroups, and has welcomedapplications from many individualgroups with charitable status.

Their grant-giving experience also served to reveal a complexenvironment whereby individualschools worked in ‘silos’, with limitedopportunities to share good practiceand resources.

The quality of provision was highlyvariable, with no mechanism tomonitor effectiveness. It becameevident that a more strategicapproach towards supportingsupplementary education would beadvantageous, in order to:• raise the profile of supplementary

education• standardise the quality of provision• maximise the funds and resources

available.

New modelIn order to address the issues theyidentified, the Charity, in conjunctionwith the National Resource Centrefor Supplementary Education,developed a new model for workingwith, and supporting, supplementaryschools.

ConferenceOn 21 June 2012, the Charity held aconference at the Victoria and AlbertMuseum in West London to:• promote this new model • launch a research report into

the effectiveness of supplementaryschools in raising pupilattainment.The conference included a

presentation from long-standingchampion of supplementary schools, Lord Andrew Adonis, who urged all 24,600 mainstreamschools in England to partner asupplementary school.

EffectivenessThe Charity’s study into theeffectiveness of supplementaryschools used 3,391 individual recordsfor pupils at Key Stage 1 (aged 7)and Key Stage 2 (aged 11) whoattended the 67 supplementaryschools; 61% of these pupils attend amainstream school in the sameborough as their supplementaryschool.

This allowed the researchers tomatch their records with recordsfrom the pupils’ mainstream schoolto compare attainment levels byborough.

Analysis of the Pupil Level AnnualSchool Census (PLASC) dataestablished socio-economic profilesof the groups, including eligibility forfree school meals, (FSM), ethnicity,English as an additional language(EAL) and special educational needs (SEN).

Additionally, it allowed trackingthrough the DfE’s National OnlinePupil Database, accessed via the local authorities, to ascertain theattainment of individual pupils.

Some key findings of the study

• Children on FSM attending thesupplementary schools achievedhigher levels of attainment at KS1reading and writing and KS2English and maths, compared tothe average for children on FSMacross the beneficial area.

• In Brent, 87% of supplementaryschool children eligible for FSMachieved Level 4 at KS2 English.This is higher than the averageachieved for all children in thatborough.

• The majority of children attendingsupplementary schools did betterthan their peers from the sameminority ethnic group: 95% ofAfrican pupils (mainly Somali)attending supplementary schools inBrent achieved Level 4 at KS2English, compared to the boroughaverage for Somali pupils in theborough, which was 67%.

More information on thesupplementary schools Iinitiative, aswell as the full research report ,can bedownloaded from the Charity’s websitewww.johnlyonscharity.org.uk/initiatives/schools.

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Petition to save language qualificationsThe exam board OCR has announced that it will not be renewing its Asset Languagesqualifications in twenty of the 25 languages itoffers, with effect from the end of 2013.

This follows the government’s decision not to recognisethem for the English Baccalaureate or Key Stage 4performance tables, except, in the case of the latter, atthe Advanced level.

The decision will leave some languages unprovided for.Asset Languages currently offers accreditation forCantonese, Cornish, Hindi, Somali, Swedish, Tamil andYoruba, for which no GCSE examinations exist.

This move will also shut down the availability ofqualifications at a lower level than GCSE. This isimportant for introducing new languages into thecurriculum – particularly those which business leaders sayare needed to develop British exports to BRIC and otherhigh-growth countries, such as Arabic, Portuguese,Russian, Turkish and South Asian languages.

The decision also represents a blow to ethnic minoritycommunities, who wish to see their children achievequalifications in their heritage languages – and could beregarded as being discriminatory.

The campaign for languages, Speak to the Future, hastherefore launched a petition to save the Asset Languagesqualifications. Read more and sign the petition at http://www.change.org/en-GB/petitions/keep-our-languages-exams-every-language-is-an-asset.

NATECLA Award 2012The UK Federation ofChinese Schools isdelighted to announce thatEileen Lee has received anaward from NATECLA (theNational Association forTeaching English andCommunity Languages toAdults) for her contributionto language teaching andlearning.

As project manager of aChinese textbook writinggroup since 2009, Eileenwas instrumental in helpingthe group to produce onetextbook a year – frombeginners to GCSE level.

Examples of the textbooks can be seen at: www.ukfcs.info.

HoLA project awardedEuropean Language LabelSheffield’s Home Language Accreditation project (HoLA),which featured in the Bulletin last term, has beenawarded the European Language Label by the EuropeanCommission.

The award recognises innovative language learning,and supports original projects, in order to raise thestandards of language teaching across Europe.

HoLA received the award only seven months into thethree-year project, which is funded by the PHF Educationand Learning programme under its ‘supplementaryeducation’ theme.

The project aims to raise the attainment of bilingualpupils by enabling mainstream and supplementaryschools to develop partnerships to support pupils’language learning. HoLA is itself a partnership betweenLanguages Sheffield, King Edward VII School andSheffield City Council

Judges of the European Language Label commented in their feedback: ‘Teachers in mainstream andcomplementary schools were pleased that they were communicating and learning with each other.Complementary school teachers said that it gave themaccess to resources they would otherwise not have.Mainstream teachers felt they could learn aboutdifferentiation.

‘Students said they would like to continue theirlanguage learning, even to A level if possible. If theycould use it for employment purposes this would be verygood. Students said it made them proud of their heritageand culture.’

HoLA received the award on the European Day ofLanguages, 26 September, at a ceremony in London.

‘I am a community languages co-ordinator and Urdu language

teacher in a high school in Croydon,where four community languages(Gujarati, Tamil, Yoruba and Urdu)

are taught. A large number ofstudents take Asset exams in theirlanguages and they receive their

certificates during the assembly tocelebrate their success. The

headteacher is very committed toprovide this facility and even the fees

for Asset exams are paid by theschool. They will all be shocked anddisappointed by this terrible news.’

Kausar Ali, Croydon


Supplementary schools win language awardsThe British Academy, for the humanities and socialsciences, has awarded prizes of £4,000 to eightmainstream schools and seven supplementary schoolsacross the UK for encouraging innovative and creativeforeign language teaching.

In 2011, the Academy launched a programme tosupport language learning in UK education and research.As part of this programme, the Academy established anew awards scheme for projects that promote languagelearning by finding creative ways to improve the qualityof language teaching and motivating students.

The mainstream and supplementary schools wereselected from 159 schools that applied for the scheme.Prize winners have been selected for having motivationalprojects supporting teaching and learning of languages,including Chinese, Arabic, French, Spanish and Gujarati.

Eight mainstream school prizes have been awardedregionally, and the following seven supplementaryschools were selected from applicants across the UK:• Peace School, Brent • BAPS Swaminarayan Sunday School, Brent• Polish Supplementary School, Northampton• Arabic School for All (ASFA), Lincolnshire• Somali Community and Cultural School, Sheffield• The Manchester Chinese Centre• Kerala Community Supplementary School, Ipswich.

The awards ceremony will take place as part of theAcademy’s Language Week in November 2012, where anoverall national award winner will be announced.

The NRC congratulates all of you on gainingrecognition for your hard work and dedication!More information abouteach of the schools is on theBritish Academy website:www.britac.ac.uk/news/ news.cfm/newsid/758.

Useful contacts• Association for Language Learning:

Linda Parker – [email protected]• Speak to the Future – the Campaign for Languages:

Dr Lid King – lidking@languages company.com• NALDIC (National Association for Language

Development in the Curriculum):Amy Thompson – [email protected]

A* star – a star!Mohamed Ashour, a 12 yearold pupil at Bradford ArabicSchool achieved an A* in hisArabic GCSE. He studies Arabicon Sundays at Bradford ArabicSchool and decided to do hisGCSE four years early. Welldone!

Arabic languageand culture Various partners will be running a conference for schoolteachers of Arabic at Dulwich College on 26 October2012. The planning group includes British Council, CILT,CfBT, Arabian Oasis, ISMLA, School Network and ALLWorld Languages. The conference will address:• introducing Arabic to your school • international linking • classroom practice • policy issues.

If you have not yet joined the ALL World Languagesforum, please do so! Simply sign up using the link on the ALL World Languages webpage (link below).Details of the conference will be available through emaillists, on the ALL World Languages website: www.all-languages.org.uk, or by emailing [email protected].

Shaping the Future: Getting the best education for BAME children and young people2 November 2012 from 9.45am-4.00pm, Voluntary Action Islington, 200a Pentonville Road, London N1 9JPWith Channel 4 News Home Affairs Correspondent, Simon Israel in the chair, this day of action will start with inspirational speakers sharing their views onwhat needs to be done to address current educational challenges, then participants will be supported to address inequalities at a practical level through oneof the following workshops:

• Parents – how to get the most out of your child’s school

• Young people – making your school/college work for you

• Teachers and trainee teachers – how to get the most out of your pupils/students

• Developing supplementary education

To close, a panel discussion will take place with representatives from statutory agencies with educational responsibilities.

Crèche: A limited number of crèche places will be available and must be booked in advance.

For details about speakers and to book your place, go to www.rota.org.uk/forthcomingevents.This event is being delivered by ROTA, Islington BME Forum, the Black Educators Network, the Asian Health Agency, the National Resource Centre for Supplementary Education and SE1 United.

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Training

On Sunday, 15 July, the BritishMuseum held its first free trainingday for supplementary schools.Fifteen teachers fromsupplementary schools aroundfourteen London boroughsattended the training session.

The training explored how to planand run independent visits to themuseum’s ‘Shakespeare: staging theworld’ exhibition. It aimed to equipsupplementary school teachers withthe tools to work creatively to deliver‘object-based learning activities’ in aspecific exhibition space.

This will be the first of manytraining sessions at the BritishMuseum, which aim to increase theconfidence of school leaders andtutors to make use of the museum asa space for learning and enjoyment.

ParticipantsMany of the community partnerswho had attended the ‘Hajj journeyto the heart of Islam’ exhibition tookpart in the Shakespeare event. Of thefifteen participants, a third were fromschools with an Arabic and/or Islamiccultural focus.

One community partnercommented: ‘Our first trip to themuseum to view the Hajj exhibitionwas a success and the studentsthoroughly enjoyed themselves,which spurred us to get involvedwith the museum and its activities.’

TrainingThe training was divided into twohalves. The first focused primarily onpractical activities that allowedparticipants to ‘learn by doing.’These included:• object-based activities• comparative exercises between

Shakespeare’s London and thepresent day

• the use of props to bring theexhibition to life. The second half allowed the

teachers to analyse what they hadlearnt and to design and adaptlearning resources, to help theirstudents access the exhibition in ameaningful way.

At the end of the training, oneteacher said: ‘The day exceeded myexpectations, as I thought it wouldbe about Shakespeare and yet it was

much broader and more engagingthan that. The whole world wasinvolved and this was a surprise.’

ExhibitionThe Shakespeare exhibition providesa unique insight into the emergingrole of London as a world city, seenthrough the perspective ofShakespeare’s plays.

The exhibition would be of interestnot only to supplementary schoolswith a particular literacy focus, butalso to those keen to support theirstudents to explore concepts of identity, history and global exploration in 17th-century Britain.

We hope that this training willenable the tutors to feel confident toteach the world of Shakespeare in afun and engaging way, to leadactivities around the museum, and toplan future visits to the permanentcollections.If you would like to learn more aboutthe programme, or to find out aboutupcoming training dates, contact SianHunter Dodsworth, SupplementarySchool Coordinator: [email protected].

Supplementary school trainingat the British Museum

…I thought it would be about Shakespeare

and yet it was muchbroader and more

engaging…

Bullet nPupil focusupil focus

In 1955 Winston Churchillresigned as Prime Minister and the Queen was only threeyears into her long reign. That same year a young manleft his sunny village on a pine-clad mountain in Cyprusfor the long journey by ship to England.

He had little money and stillrecalls how he was hungry when,during the journey, his ship dockedat Brindisi in Italy, and heremembers his relief at a chancemeeting with a hospitable fellowCypriot who gave him dinner.

My grandfather remembers it was a grey, wet September daywhen he eventually reached hisdestination in Birmingham to staywith his older brother.

It is because he made this journeythat, 45 years later on another rainy September day, I found myself with my brothers at theGreek Saturday school at ApostolosAndreas, the Greek OrthodoxCathedral in Birmingham.

I was pleased to discover it wasn’tat all like my primary school; theschool day was shorter, the classeswere smaller and there was noschool uniform. We called ourteachers by their Christian names,prefaced with ‘Kyria’, which means‘Mrs’, and I remember Kyria Victoriaand Kyria Mary amongst otherswith affection. They seemed morelike benevolent aunties than theteachers at my primary school andtreated the children with a mixtureof affection and concern. As well asteaching us the Greek language,Greek songs and dances, they gaveus sweets and treats at Christmas.

I remember Kyria Victoria broughtin cards, glitter and sequins tomake Christmas and Mother’s Day cards.

As now, the Greek school yearwas punctuated with religious and national festivals; as well asEaster and Christmas, there werethe 25 March and 28 October OXI celebrations, celebratingimportant events in Greek history in 1821 and 1940 respectively.These are special occasions whenthe children go to Greek school and church with their families andrecite poems and sing songscommemorating these events.

Three years ago, I startedattending classes at Ayia TriadaGreek School, also in Birmingham.In common with many otherpupils, I preferred to attend theevening sessions rather thanSaturday classes.

Unlike most pupils who take their Modern Greek GCSE early, I sat my Greek exam at the sametime as my other GCSEs. Thissummer, largely thanks to thepatient, kind tutelage of Kyria Stella Tryfonos, I passed my Greek AS level.

I found it challenging, but also a refreshing change from my other AS level subjects – maths and sciences. To sum up, I feel my time at Greek school has been a positive and enriching experience.

Pupil focusBy Sofia Televantou

…it wasn’t at all like myprimary school; the schoolday was shorter, the classeswere smaller and there wasno school uniform.


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Training This term we are not running an open training programme, as we are moving offices (see editorial). However, localauthorities, supplementary schools or clusters of supplementary schools can buy in any of the training listed below. Thecost for a full-day training is set at £450; this includes the tutor, resources and learner certificates. We would expect you tocover the venue and refreshments for the learners. We can offer a discounted rate of £350 to supplementary schools thatwish to buy in a day’s training. We also offer half-day training sessions, where appropriate.• Effective lesson planning and choosing the right resources• Funding applications made easy• Safeguarding for supplementary schools• Recording pupils’ progress and achievement• Behaviour strategies and classroom management• Introduction to the education system in England• Development and management of supplementary schoolsTo discuss your requirements or for more detailed information on each course, email [email protected].

Effective Teaching Skills inSupplementary Schools(Three credits at Level 2 or 3)What will the course cover?• Gain an overview of the education

system in England and howsupplementary schools contributeto child development

• Learn about the roles andresponsibilities of teachers, andunderstand how you can supportchildren’s welfare needs and specialeducational needs

• Learn how to plan an effectivelesson and to use resources toenhance learning

• Understand the different ways inwhich we all learn, and strategiesto support learners

• Learn about formative andsummative assessment, when andwhy to assess, and the importanceof assessment

• Know how to evaluate your ownteaching and understand theteaching/training cycle

CostThis includes: OCN course andstudent registration fee; tutor fee (7 x 3.5 hours); learner resourcebooks; assessment; internalmoderation; management andadministration.

Local authority/CVS provides venueand refreshments, as appropriate.• Total cost for ten learners:

£3,682 plus VAT • Total cost for fifteen learners:

£3,857 plus VAT.

Effective Management Skills inSupplementary Schools (Three credits at Level 2)What will the course cover?• Share views about supplementary

schools and why they areimportant to children and families

• Learn how to create an effectivelearning environment and goodlearning relationships

• Understand the welfare needs ofstudents, and learn how to supportthem

• Learn how to put in place all thepolicies and procedures thatfunders and partners expect

• Plan helpful new partnerships tosupport your work

• Learn how to monitor and evaluatethe success of your supplementaryschool

CostThis includes: OCN course andstudent registration fee; tutor fee (6 x 3.5 hours); learner resourcebooks; assessment; internalmoderation; management and administration.

Local authority/CVS providesvenue and refreshments, asappropriate.• Total cost for ten learners:

£3,432 plus VAT • Total cost for fifteen learners:

£3,557 plus VAT.

Quality Framework MentorTrainingWe are keen to recruit and train newmentors, so that they may work withsupplementary schools that wish togain a Quality Framework Award.The training is split into two days:• Day 1 is for mentors who wish to

mentor schools to the Bronze level,helping them to put together theirBronze Management File.

• Day 2 equips mentors with theknowledge and skills to work withschools that want to go for ahigher-level award (Silver, Gold orSpecial Distinction). To completeDay 2 we ask that mentors have abackground in teaching/education.

Please email [email protected] to register yourinterest in our mentor training (pleaseput ‘mentor training’ in your subjectline). Remember to let us know whichlocal authority you are situated in.

Accredited training


Training programmes

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