news - National Resource Centre for Supplementary Education€¦ · The National Resource Centre for Supplementary Education Issue 17 celebration † news † insurance † funding

Bullet nWinter 2011the

The National Resource Centre for Supplementary Education

Issue 17

celebration • news • insurance • funding • quality

How are we doing?✔ Eighty per cent of supplementary schools said they have benefited

from being an NRC member.

✔ The most popular membership benefits are The Bulletin, the ‘How to’ guides that are sent to all new members, and the supportof the Regional Strategic Advisors (RSAs). Members also value beingpart of a larger network of supplementary schools.

✔ Half of the local authorities (LAs) believe the NRC’s Quality Framework is helping to increase educational attainment for black and minority ethnic (BME) communities, and improve teaching standards at supplementary schools.

These are just a few of the findings included in a recently published evaluation of the work of the National Resource Centre for Supplementary Education (NRC)between 2007 and 2010.

Continued on page 2.

2 Bulletin Winter 2011 Copyright © ContinYou

Continued from page 1.

AimsThe project ran from November2009 to March 2010. A ‘stratifiedrandom sampling’ technique wasused to identify 27 target schoolsfrom across England, twenty ofwhich went on to take part; 27 LAswere invited to participate, and 19did so. Participants completeddetailed questionnaires, which aimedto find out the extent to which:• the NRC’s membership, training

and Quality Framework are useful,and how they can be improved

• the work undertaken by the RSAshas made a positive contribution to supplementary schools

• the general support, advice andhelp provided by the NRC havemade a positive contribution to the schools.

The project also aimed to find outmore about the attitudes of localauthorities and community andvoluntary services towards the NRC,and their experiences of workingwith the NRC during this period.

Findings The evaluation findings illustrate thatthe NRC is providing an extremely

valuable service, both to localauthorities and to supplementaryschools across England.

Schools and local authoritiesare very satisfied overall withcommunication by the NRC, thebenefits of membership, the supportof the RSAs, the Quality Frameworkscheme, and access to free training.

The futureThe NRC would like to thank allthe local authorities and schools that took part in the evaluation.

We welcome the suggestions andrecommendations made, and lookforward to improving the support weoffer in the future in the light ofmembers’ feedback, for example, by:• increasing training provision

(offering courses on safeguardingchildren, working with specialneeds pupils, and so on)

• developing the Quality Frameworkscheme further

• creating new membership benefits• diversifying our methods of

support.

The full report, together with a range of supportingdocuments, can be found atwww.continyou.org.uk/nrcreport.

The evaluationfindings illustrate

that the NRC isproviding an

extremelyvaluable service,

both to localauthorities and to

supplementaryschools across

England.

How are we doing?

This guide provides an overview of the six most common religions in Great Britain. It outlines challenges that may arise when providing PE and sport activities, and suggests ways in which mainstream sport providers, co-ordinators of oshl activities, and all those working across the school sport network, can address these issues positively.

To download a copy of the guide, visit www.continyou.org.uk.

Engaging young people from faith communities in PE and sport out of school hours

Editorial Bullet nContentsHow are we doing? 1Editorial 3Funding 4News 5Know-how: Insurance 8Evidence 10CILT news 11Quality 12Celebration 14Training and events 15Photo gallery 16

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

www.supplementaryeducation.org.uk

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 may not distribute, copy or print any part of thismagazine without prior permission.

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TrainingChildren in Need Children in Need ranan excellent trainingand support session on 2 November forsupplementary schools in the South East region that have applied to them for funding but have not been successful.

Over sixteen schools attended the session, where they received:• detailed information about the

kinds of projects BBC Children in Need can fund

• practical advice on presentingproject aims and outcomes

• information on quality assuranceand how the NRC QualityFramework can help to build a sustainable, successful and fundable school.

With a new small grants programmemaking the application process for grants of up to £30,000 morestreamlined, the charity is very keento see more supplementary schoolspresent successful applications.

They are planning to run a similartraining and support event in theMidlands. For more information,email [email protected] next application deadline fortheir small grants programme is 15 January 2011.www.bbc.co.uk/pudsey/grants/smallgrants.shtml

Funding applications made easyThe NRC delivers a workshopspecifically designed to help youdevelop your bid-writing skills.

See page 15 for details of whereand when we are running futuresessions.

Additional workshop dates will be publicised through our E-bulletinand website.

FundersThe British and Foreign SchoolSociety (BFSS) BFSS helps educational projects inthe UK and around the world byfunding schools, other charities and educational bodies.

BFSS gives a total of £400,000in grants each year. To be eligiblefor funding, projects must be fordisadvantaged children at primary orsecondary stage (preferably primary),and must provide a service thatnormal state education cannot.

Phone 01883 331 177 or email Belinda Lawrance [email protected]

The Equitable Charitable Trust This education charity gives up to £1 million in grants each year. Thetrust funds projects that support the learning and development ofdisadvantaged children and youngpeople under 25, including formalprojects that complement thenational curriculum or that deliveraccredited vocational learning.

The trust is UK-centred, but willalso help projects for youngsters indeveloping countries; however, only registered charities can receivefunding for a project outside the UK.Grants range between £2,500 and£30,000.

Large grants are paid in annualinstallments no larger than £10,000.Applications can be submitted atany time and are considered on a monthly basis by trustees.

For more information, phone020 7264 4995 or email jlong@equitablecharitabletrust.org.uk.www.equitablecharitabletrust.org.uk

The People’s Postcode Trust This trust provides funding to smallorganisations, community groupsand charities.

Registered charities can apply for up to £10,000 in funding;organisations that are not registeredcharities can apply for up to £2,000.

To be eligible, projects must tackle at least one of the following: poverty,health, citizenship or community

development, sport, human rights,and the environment.

Projects should have a clearcharitable purpose and use the grant within three months of receiving it. They must showvisible results, as well as receipts.

Phone 0131 555 7287 or [email protected] to find out more. www.postcodetrust.org.uk

The Daiwa Foundation This foundation supports closer linksbetween Britain and Japan. Grants of £3,000 to £7,000 are available toindividuals, societies, associations orother bodies in the UK or Japan topromote and support interactionbetween the two countries.

The grant can go towards anyactivities, including educational and grassroots exchanges, travel for research, the organising ofconferences, exhibitions or otherevent projects. New initiatives areespecially encouraged.

The next deadline for applicationsis 31 March 2011. www.dajf.org.uk (‘Grants, Awards and Prizes’ section)

Young Roots (Heritage Lottery Fund) Young Roots provides grants ofbetween £5,000 and £25,000. Thescheme is aimed at helping teenagers(or young people with special needsup to 25) to find out about theirheritage, develop skills, buildconfidence and promote communityinvolvement.

Projects should be related to thevaried cultural heritage of the UK,such as work on local history ornatural attractions. Projects must alsogive young people the opportunityto manage as well as participate, andshould help foster partnerships between youth and heritageorganisations.

Projects should also involve a widerange of young people of differentabilities and cultural backgrounds inpromoting social inclusion and equalopportunities. Applications areaccepted at any time.www.hlf.org.uk/HowToApply/programmes/Pages/youngroots.aspx


Bullet n Funding

To book any of ourcourses, please [email protected].

Bulletin Winter 2011 Copyright © ContinYou 5

O2 Programme for Young People This programme supports projects by young people aged 13 to 25 thathelp their community. Their ThinkBig programme offers young peoplegrants of up to £300, as well astraining, support and mentoringfrom youth charities, including theNational Youth Agency and UKYouth.

Projects should be run by and foryoung people, and could be a localyouth group, peer mentoringnetwork or perhaps a communityimprovement scheme. Successfulprojects may also have theopportunity to apply for a further£2,500.

Applications can be submitted byindividuals or groups at any time. www.o2thinkbig.co.uk

Funding informationFunding CentralThis free website was launched inJune 2009 for charities, voluntaryorganisations and social enterprises.

Once you have registered, you cansearch thousands of funding andfinance opportunities by entering the details of your organisation, youractivities, where you are based andwho your beneficiaries are.

The site also contains good practiceadvice, guides, toolkits, case studiesand ideas to help you find funding. www.fundingcentral.org.uk

Coventry Cllr Lynette Kelly(Portfolio for Education), Colin Green (Director of Children, Learningand Young People), Kieran Mulhall(Deputy Lord Mayor of Coventry),and Karin Woodley (CEO, ContinYou)presented the awards to children andteachers from a number of Midlandssupplementary schools.

The awards ceremony was followedby outstanding dance performancesby the Greek School of Coventry, Sree Bharathalaya (Academy forPerforming Art, Culture, Languagesand Supplementary School) and theSomali Cultural Resource CentreCoventry (SCRCC).

Celebrating in CoventrySixteen supplementary schools proudly received their QualityFramework awards at the West Indian Centre in Coventry onWednesday, 20 October.

Bullet n News

‘It’s not about other people’sexpectations for me. It’s about my expectations and where I want to be.’(Young volunteer, Somali Cultural Resource Centre)


The second InternationalChinese Cultural Competitionwas held in August in Kunming,China. Around 1,300 studentsfrom 33 Chinese schools acrossthe UK entered the preliminarycompetitions, along with 25,000other students from around theworld.

Three students from UK Chineseschools qualified to take part in thefinal competition in China. Thesewere from the Leeds CommunityMandarin Chinese School (LCMCS),which achieved a Quality Frameworkaward earlier this year, and theBirmingham Overseas ChineseAssociation for Education School(BOCAES).

The UK team won second place inthe final, where it staged a hilariouscomedy called ‘Just kidding’ for theevent. The team’s performance, andthe final competition, were broadcaston a local Chinese TV station.

During the visit to China, thestudents visited some famous world heritage sites, such as LufengDinosaur Valley, the naturally-formedYunnan Stone Forest, and the largestbronze building in China, the GoldenPalace. The UK team also establishedlinks with other countries by takingpart in a wide range of activities,including table tennis, swimmingand karaoke.

The world-famous Stone Forest in Yunnan, China

International prize for UK Chinese schools

‘This trip of a lifetime enabled the students not only to make their mark

in an internationalcompetition, but also togain confidence and self-

esteem. They have becomeeven prouder of their

cultural heritage and havemade international

friendships. The Chineseschools are extremely proudof the students and grateful

for this opportunity tostrengthen the message to their students about

maintaining pride in their cultural identity.’

(Wesley Wu, NRC Regional Advisor)

The successful UK team, left to right: Yanbo Yin, Dr Wuhu Feng, Yingzhe Feng, Xiaoxi Zhang, Mingzhe Feng

Bullet n News


On 13 October 2010, around 200 students, parents,supplementary schoolorganisers and local EducationBradford officers attended theQuality Framework (QF) awardsceremony in Bradford.

Representatives from Abu ZahraFoundation, Bradford Arabic School,Shree Prajapati Association,Ramgarhia Panjabi School, KhalsaPanjabi School, Guruwara GobindSingh, Gurdwara Guru Nanak Dev Ji,Bradford Polish School, IslamicCultural and Educational Association,and Victor Street Masjid were presentat the event.

Denise Faulconbridge, ManagingDirector of Education Bradford,

opened the ceremony, sayingproudly: ‘I am very pleased to behere with you to celebrate yoursuccess and achievements. This isyour celebration. Well done!’

Wesley Wu, NRC Regional Advisor, presented the successfulsupplementary schools with theirBronze award certificates, and DeniseFaulconbridge gave them a chequein recognition of their achievement.

‘The event provided an excellentnetworking opportunity forsupplementary schools representinga wide range of local communities. Itwas a lovely evening and everyoneenjoyed the event very much,’ saidWesley.

Bradford supplementaryschools proud of success

‘Successfulpartnership workingbetween the NRC,Education Bradfordand supplementaryschools in providinglocal QF mentoring

programmes hashelped the schoolsachieve such great

success.’(Wesley Wu,

NRC Regional Advisor)

Bullet n News

Stop press!UK wants more MandarinTo increase partnerships with China,the UK government has announced

a drive to get 1,000 more Mandarin

teachers in UK schools. The five-year

programme will begin in July 2011. For more information, go to

http://tinyurl.com/UKChina.


Know-how

Run for cover…So, you think you know all about insurance, do you? Take our quiz and find out.You can check your answers opposite.

1 Supplementary schools should only buy insurance directly from an insurance company.

True False

2 Every member of the management committee has to sign insurance documents.

True False

3 Employers’ liability insurance covers a school against illness, injury or death of an employee.

True False

4 Volunteers are not considered to be employees of the school.

True False

5 Only large companies need public liability insurance.

True False

6 It is good practice for a school to insure the buildings it uses.

True False

7 Staff are responsible for making sure their vehicles have appropriate insurance.

True False

Tips for getting the rightpolicies at the right price!• Management committee members

must make sure the supplementaryschool is fully insured for the workit does. What insurance is neededwill depend on whether staff areemployed, volunteers are used, the school owns or uses buildings,vehicles or equipment, theactivities being carried out, and so on.

• A school should nominate onecommittee member and, ifpossible, a staff member orvolunteer to oversee all insurancepolicies and make sure they are upto date. They should report to themanagement committee at leastonce a year.

• Consider using a broker, as theymay cost less than an insurancecompany, and can shop around foryou. Get more than one quotationfor each type of insurance.

• Talk to other voluntaryorganisations and see whatinsurance cover they have.

• Fill out all forms very carefully. Anorganisation seeking insurancecover has a duty of ‘utmost goodfaith’ to the insurance company.This means disclosing all relevantfacts. Failure to do so may makethe insurance invalid, and theinsurer could refuse to pay out.

• Read the small print and ensureyou fully understand all thepolicies. Keep insurance documentsin the same, accessible place.

• Make sure that you have the right amount of cover for yourschool’s needs – if the organisationis underinsured, the insurancecompany may make no paymentagainst any claim made.

• Check and revalue your propertyannually – perhaps give a memberof the management committee orstaff responsibility for this task.

Bullet n

Insurance


Answers1 False: Schools can buy cover directlyfrom an insurance company or abroker who sells policies from a rangeof companies.2 False: Unincorporated organisationswill need to nominate one individualfrom the committee, who will sign the forms and take out the policy on behalf of the other committeemembers. If that person leaves, theinsurance must be transferred tosomeone else’s name. Incorporatedorganisations (charitable companies,industrial and provident societies, orcharitable incorporated organisations)can take out insurance in the name of the organisation.3 True: It covers the employer againstillness, injury or death of an employeeduring the course of employment as aresult of a breach of a statutory dutyor neglect.4 False: Volunteers can also beconsidered to be employees, dependingon the nature of their work for theorganisation. If this is likely, then it isimportant that cover is in place.5 False: Any organisation, no matterhow small, should have public liabilitycover.6 True: If you lease a building, checkyour lease to see if you are responsiblefor insuring any part of the building.If you own the building, it is goodpractice to insure it, even though youdo not by law have to insure buildings.There is a general duty under charitylaw to protect a charity’s assets, so acommittee that leaves a buildinguninsured would be negligent in itsduty to the charity. If a loan ormortgage is secured on the building,the lender will usually insist thebuilding is insured.7 False: The school must make surethat any vehicle owned and used byemployees or volunteers for workpurposes is adequately covered.

Type of insurance

Employers’ liabilityinsuranceThis covers the employer against illness, injury or death of an employee duringthe course of employment, as a result of a breach of astatutory duty (for example,health and safety legislation) or neglect.

Public liability insurance This covers you for claims made against you bymembers of the public orother businesses.

Buildings insuranceThis policy should cover the cost of rebuilding thepremises if it werecompletely destroyed,including professional andother fees, plus the cost oftemporary accommodationduring the rebuild.

Road traffic insuranceThis covers injury or deathcaused to other people andpassengers, as well asdamage caused to otherpeople’s property.

What you need to know

• Employers are responsible for the healthand safety of their employees while theyare at work. Your employees may beinjured at work or they, or your formeremployees, may become ill as a result oftheir work while in your employment. They might try to claim compensationfrom you if they believe you areresponsible. The Employers’ Liability(Compulsory Insurance) Act 1969 ensuresthat you have at least a minimum level ofinsurance cover against any such claims.

• Employers’ liability insurance will enableyou to meet the cost of compensation foryour employees’ injuries or illnesses,whether they are caused on or off site.

• Any injuries and illnesses relating to motoraccidents that occur while your employeesare working for you may be coveredseparately by your motor insurance. Youcan be fined if you do not hold a currentemployers’ liability insurance policy whichcomplies with the law.

• Many groups that use premises andfacilities belonging to others might thinkthat the property owner’s insurance willcover them for their activities. This is notthe case – separate insurance cover mustbe arranged which covers the group fortheir own activities.

• Special consideration needs to be given toany potentially hazardous activities orevents with large attendances.

• You could also think about taking outbusiness interruption insurance. Coverwould include a payment to make up the difference between your actual andexpected income after your ability to dobusiness is interrupted by an unforeseenevent, such as a fire or theft.

• The school must make sure that anyvehicle owned and used by employees or volunteers for work purposes areadequately covered. If your school ownsand uses a vehicle on the road, you mustinsure all drivers against third-party risks as a minimum.

• Third-party insurance does not cover theftor damage to the vehicle so think abouttaking out third party, fire and theft or fullycomprehensive insurance.


Evidence of impactBullet n Evidence

Commitment and partnershipworking between statutory agenciesand supplementary schools have ledto supplementary school classeshaving a real impact on pupils fromdisadvantaged backgrounds.

BackgroundThe Harrow Weekend School (HWS)opened in May 2009 as a pilot with50 pupils. At this stage it was thebrainchild of two people: Joy Collins(Team Leader, Harrow EthnicMinority Achievement Service); and Ahmad Farid Mall (Director,Afghan Association Paiwand).

Pascale Vassie (ContinYou) wasinvited to join the steering group andwas also commissioned to provide anindependent evaluation of the pilot.

Following a successful fundingapplication to the John Lyon’sCharity, HWS expanded and movedfrom Harrow Teachers’ Centre tonearby Whitefriars CommunitySchool, where Lynne Pritchard, alsoan original steering group member and champion of the project, isheadteacher.

The Somali Cultural andEducational Association (SCEA) hasjoined the steering group, as well aschildren’s centre and family learningofficers. The school runs at theweekends during term time, offeringEnglish, maths and science studysupport sessions on Saturdays andsporting activities on Sundays to anaverage of one hundred pupils.

The aims of HWSRaising achievement and strategicalignmentPupils targeted for the HWS are fromlocal underachieving groups. HWS isaligned with other initiatives under aborough-wide NtG (Narrowing theGap) project, which aims to raise the achievement of disadvantagedgroups through whole-school

developments, targeted interventions and tracking progress.

This has enabled the impact ofHWS to be evaluated in line with allother initiatives, and already indicatesthe outstanding progress made bythe children at HWS after just threeterms.

Strong links exist between HWS and nine mainstream partnerschools. Children are referred by the mainstream schools; the HWSmanager sends a weekly register ofattendance to each link person(usually the deputy head) and visits schools termly to share data, discussthe progress of pupils and consultwith parents.

Sixty-three per cent of the childrenattending HWS have exceedednational curriculum expectations,and Harrow’s expectations forchildren with English as an additionallanguage (EAL) as a whole.

There has been a very significantimprovement in those children whohave attended HWS regularly, with72 per cent gaining 2/3 of a level ormore. This compares with only 20per cent of the same children gaining2/3 of a level in the previous year,before attending HWS. For thesechildren, HWS has without doubt‘narrowed the gap’.

Strengthening links between themainstream and supplementaryschool sectorsThirty supplementary schoolsoperating in Harrow have beeninvited to take part in a six-weekEffective Management Skills inSupplementary Schools course being delivered by the NRC in the spring term.

The benefits of HWS have beenwidely disseminated by EMAS and by word of mouth from parents andheadteachers. On 6 November, a new Saturday school opened at StagLane Junior School, a further exampleof partnership working between themainstream sector, EMAS andPaiwand, with funding coming fromall three partners. A similar model,systems and processes as those usedat HWS have been adopted.

Future funding Funding is uncertain, since the EMA grant is no longer ring-fenced.Consideration will be given to this at the next steering group meeting. Possible ways forward are contributions from schools and families and a bid to the new Education Endowment Fund.You can read the full report, by David Evans, at www.continyou.org.uk/supplementaryevidence.

‘Working for HWS has beena real opportunity for me asa manager and as a parent.Coming from a communityorganisation, liaising withparents and working in

partnership with mainstreamschools has given me a

two-way perspective on thenational curriculum, as well

as on how to acceleratechildren’s learning through

involving parents andmembers of the community.’

(Zahra Reza Tayeb, HarrowWeekend School Manager)

The Harrow Weekend School (HWS) was recently evaluated by ContinYou. The results show the difference that supplementary education can make.


CILT newsNew resources on PrimaryLanguages websiteCILT has been gatheringinformation on creative andinnovative approaches tointegrating a community languagefully within the languagescurriculum for Key Stage 2 (KS2).

The ‘KS2 curriculum models’ pageon the Primary Languages websitegives examples of approaches toteaching community languageswithin the KS2 curriculum.

The ‘Resourcing’ page makesuseful suggestions about how amainstream school can identify ateacher, locate teaching resourcesand draw on support networks.

Also, under ‘Professionaldevelopment’ there are suggestedsources of information on careerroutes, training events and web-based support for communitylanguages. More examples will beadded to the website as the yeargoes on.www.primarylanguages.org.uk/teaching__learning/community_languages.aspx

Initial teacher training A new set of training resources is being developed for teachingcommunity languages in primary schools.

CILT and Goldsmiths College,London, have been collaboratingon a collection of modules whichexplore the position of communitylanguages within the primarylanguages initiative.

Joe Brown from CILT and RuthBailey from Goldsmiths presentedthe modules – which are designedfor use in initial teacher training orwithin continuing professionaldevelopment – at the fourteenthannual Primary Languages Show,which took place in Liverpool at thebeginning of March.www.primarylanguages.org.uk/teaching__learning/community_languages/professional_development.aspx

Our Languages toolkitThe Our Languages toolkit supportscollaborative working betweenmainstream and complementaryschools.

Free copies of Partnerships inlanguages and culture can be ordered from the CILT online shop(www.cilt.org.uk/shop.aspx). www.ourlanguages.org.uk

Hello MYLOMYLO, a new online resource forlearning languages, is being pilotedand will soon be available free ofcharge to every school in England.

MYLO sets out to encourageyoung learners (initially at KeyStage 3) to learn languages througha series of online challenges, suchas producing a computer game,working for a celebrity chef ormarketing a theme park. In additionto modules in French, German andSpanish, students will have access to a range of activities in Mandarin.

Teachers are being encouraged tosign up to the resource, which willbe available for use in the classroomby the summer term, with initialcontent, by visiting the website.www.hellomylo.com

Hackney school languagepartnership with the Met Pupils at Stoke Newington Schoolin North London have beenlearning about the benefits ofhaving language skills in the world of work.

Through the Business LanguageChampions (BLC) programme, the Metropolitan Police has beenworking in partnership with theHackney school to encourageTurkish-speaking pupils to value and nurture their language skills, by showing them how these could be put to good use in an excitingcareer with the police.

Given the large Turkish populationin the area, police officers who can speak Turkish will always be in high demand. Members of theMetropolitan Police who visited theschool used a series of role plays toshow pupils situations in whichTurkish would be useful.

CILT hopes that more schools and businesses will team up as part of the BLC programme, todemonstrate to young people thevalue of language skills in theworkplace.www.cilt.org.uk/workplace/business_language_champions.aspx Bonjour! Ola! Guten Tag!


Claire Arthur, NRC RegionalAdvisor, provides an update on the successful QualityFramework scheme.‘It’s been a busy few months here atthe NRC. To start with, we’ve beentraining new mentors. This is due tothe increasing number of schools that

want to work towards a Quality Framework award.‘To date, 187 schools have obtained the Bronze award,

21 have achieved the Silver award, and 36 have achievedthe Gold award, and a handful of schools are about to gofor the Special Distinction award. Well done to all thesesuccessful schools – and keep up the hard work!

‘We’ve also been encouraging schools to renew theirNRC membership. When completing their membershipform, schools were asked if they would like to worktowards the Bronze award. Of the 593 schools that have renewed their membership or joined the NRC since March 2010, 277 have indicated they would like to do so.’

Welcome to new mentorsWe would like to welcome a number of new mentors,who are helping schools work towards a QualityFramework award. • David Hirst – David works for the Refugee Council and

is based in Birmingham. He has worked with manyrefugee and asylum seeker groups over the years. TheBASIS project which he works on aims to develop andsupport these kinds of organisations, so mentoringschools for the Bronze award complements the work heis already doing.

• John Shannon – John works for the Digbeth Trust andhas years of community development experience,having previously worked in Coventry and Birmingham.John is currently based in Birmingham and will bementoring schools in this area.

• Stephen Brooks – Stephen is the National Manager for Black Boys Can. He hopes that all Black Boys Canfranchises will agree to work towards the Bronze award.Coventry is the first of the Black Boys Can schools toachieve this award.

Busy,busy,busyBullet n Quality

Quality Framework awardsIf you’ve achieved one of the Quality Framework awards, and you’d like a logo to use on flyers, your website and stationery, email [email protected].


Talk aboutsupplementaryeducation onlineWhy not join the LearningExchange? The NRC has set up a forum there forsupplementary schools. Thereare a number of interestingdiscussions going on at themoment – one is specifically formentors. Join today for free!

www.learning-exchange.org.uk/supplementaryforum

Have you visited the Quality Frameworkwebpages? As more schools gain QualityFramework awards, we arediscovering more little gems ofgood practice from across thecountry. With the permission ofthe schools, we are now sharingthese examples on our website.Take a look today!

www.continyou.org.uk/qualityframework

NRConline

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• Carole Bagnall – Carole works for Stoke-on-Trent City Council. She has experience of supporting anddeveloping community groups, supporting grantapplications, and delivering a range of training. Aswith John and David, mentoring schools to the Bronzelevel award will complement her existing work.

• Shaista Razaq – Shaista works for Voluntary ActionStoke-on-Trent (VAST). Her current role involvessupporting community groups to develop. Shaistais also a SFEDI qualified business advisor, specialisingin social enterprise. She is looking for schools in Stoke-on-Trent to mentor.

• Rajvir Gill – Rajvir Gill works for CEDF in Edgbaston,Birmingham, and teaches in a supplementary schoolherself. With a wealth of experience and a teachingbackground, Rajvir is sure to make a great mentor.

• Jo Galloway – Jo works for ContinYou, deliveringsupport around the extended services agenda. She has experience in community development, socialenterprise, funding and more. Jo is based in the SouthWest.

• Kieron Johnson – Kieron works for Haringey Council,in Children and Young People’s Services, and his roleinvolves working with supplementary schools. Kieronis keen to develop the capacity and sustainability ofschools in Haringey.

Higher level mentorsA number of our existing mentors have completed Day 2 of our training, and can now mentor schools tothe higher Quality Framework levels.

Well done – and thank you for your commitment tosupporting supplementary schools!• Siobhan Crawley (Camden)• Shabita Shamsad (Tower Hamlets)• Sajida Khan (Luton)• Ranjit Chakravorty (Manchester)• Michelle Stewart (Croydon)• Kelly Ocloo (Westminster)• Karen Bailes (Leeds)• Gurjit Chagger (Medway)• Faizur Rehman (Leeds)• Caroline Norman (Sheffield)• Bradley Heap (Oldham)• Ayub Ali (Tower Hamlets)• Ayaz Ali (Yorkshire)• Akhita Benjamin (Brent)• Abdullahi Ali Nur (Kensington and Chelsea)• Yinka Armartey (Hammersmith and Fulham)• Ertanch Hidayettin (Barnet).

If you work for a local authority, CVS or developmentsupport agency and would like to attend our mentortraining to support your local supplementary schools,please email [email protected].


Every year during Eid, JubileeCommunity Education’s BengaliSaturday School (JCE) inHackney celebrates its pupils’achievements. This year, we are celebrating twenty years of achievements.

Background JCE began when a group of Bengali women in temporaryaccommodation were concernedabout their children’s educationalprogress.

Supported by Jubilee PrimarySchool, the Asian Women’s AdvisoryService and the Sir John CassFoundation, they set themselves up as a voluntary group and beganto organise classes. JCE grew fromvery small beginnings, and acquiredits good reputation and waiting listthrough word of mouth in thecommunity.

OrganisationThe organisation has always been run by a parent committee throughmeetings that are open to all. Thesemeetings have provided a focal point for isolated families inchallenging circumstances.

Families were initially supported by the Bengali teachers to help theirchildren’s education and engage withmainstream schools. As they becamemore confident about using publicservices, many parents also foundeducational opportunities andemployment.

GrowthThrough funders such as Children in Need, the school expanded fromtwo to three classes to meet thecommunity’s demand. It now teaches70 children in three classes for threehours every Saturday during termtime.

Every year the school enters pupils for Bengali GCSE and many of them take the exam early, whichgives them confidence when they

come to sit mainstream exams. Three pupils have recently gone on to obtain at least nine A and A*GCSEs.

The current children have set theirsights much higher than those whoattended in 1990. It was theirdecision to plan, organise andpresent the special twentiethanniversary celebration.

Member of NRCDue to its belief in the importance of spreading the word about

complementary schooling, and the teaching of communitylanguages in particular, JCE wasinvolved at the very start of theResource Unit for Supplementary and Mother Tongue Schools (nowthe NRC), and was one of its firstmembers.

JCE started welcoming visitors and,like the children, gained confidenceand pride from the positive feedbackit received.

The futureWhile we are nervous about thefuture, we are proud that thecommitment of the families, teachers and pupils to a project they feel they own has created astrong atmosphere of mutual respect, reflected in the attendance,behaviour and achievement of thechildren.

Quality FrameworkWe would strongly recommend the NRC’s Quality Framework awardscheme. Our busy committee did not initially relish the idea of morepaperwork, but the process of preparing for the Bronze award turned out to be rewarding. Ourmentor, Luljeta Nuzi from theShpresa Programme, was a far more experienced manager than any of us. Report by Raymonde Sneddon,Research Fellow at the University of East London

A twenty-year journey Groups of children in their very

best clothes are recitingpoems, singing and

performing short sketches infront of a cheering audience of

family members …Older pupils step up to receiveprizes for their Bengali GCSE

results, while others arepresented with certificates foroutstanding voluntary work in

the community…A cameraman from Channel S

Bengali television is filming the event …

After the speeches and prizegiving, older pupils serve up a

feast that families havebrought to share …

That evening, the childrenwatch themselves on

the Channel S 10 o’clock news.

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Open training programmeStarting 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: Saturday, 29 January (10am to 3.30pm)

Safeguarding for supplementary schoolsThis course provides practical tools and knowledge aboutsafeguarding, and will teach you how to implementsafeguarding within your school. It includes a verypractical Safe network resource pack and CD.• London: Saturday, 22 January (10am to 3.30pm)• Leicester: Wednesday, 2 February (10am to 3.30pm)• Lincoln: February (date and venue tbc)

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.• Leicester: Saturday, 29 January (10am to 3.30pm) • Lincoln: February (date and venue tbc)• London: Wednesday, 23 March (10am to 3pm)

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, Wednesday, 19 January (10am to 3.30pm) Day 2: Plan how to support groups as they buildportfolios and develop critical skills.• London: Wednesday, 2 March (10am to 3.30pm)Further details and application forms are on our website.

Effective management skills in supplementary schools This popular and comprehensive OCN-accreditedcourse will soon begin in Harrow and Oldham. Thecourse comprises 30 hours of learning and successfulcompletion leads to three credits at Level 2. For moreinformation about the course, or to book it for yourregion, please email [email protected].

Training and events

Additional coursesIn addition to our open training programme, we are able to offer the following courses. Local authorities or clusters of schools can buy in each of these courses for £450. [email protected] to find out more.

Introduction to the British education system

Learn 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 achievement

Learn 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 needs

Explore 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 andlearning much 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 your Regional Strategic Advisor or phoneTeresa Reynolds on 020 7587 5080 to discuss your training needs.

To book a course, visit our website or email [email protected]. To secure your place, we ask for a£15 deposit, which will be reimbursed on the training day.

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


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news - National Resource Centre for Supplementary Education€¦ · The National Resource Centre for Supplementary Education Issue 17 celebration † news † insurance † funding

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