resources † know-how † finances † funding † …...Bullet nthe Summer 2010 The National Resource Centre for Supplementary Education Issue 15 resources † know-how † finances

Bullet nSummer 2010the

The National Resource Centre for Supplementary Education

Issue 15

resources • know-how • finances • funding • quality

Queen Mother Moore School (QMM)was started in 1981 in the firm beliefthat ‘self-esteem through cultureleads to academic excellence.’ In line with almost all supplementaryschools, QMM couples this emphasison building self-esteem withtraditional values of hard work andresponsible behaviour. The aim ofteachers and supporters of QMM isto enable each pupil to develop theirknowledge and understanding ofAfrican history and culture, and theircommitment to it, through a variedcombination of study, research andexchange visits. The school offersclasses each Saturday from 10am to

2pm. It covers the core curriculumsubjects of English, mathematics andscience, as well as cultural studies,history and French.

Based in Clapham MethodistChurch, QMM has two roomsdedicated to its own use, including a school office with shelves on threesides, impressively stocked withbooks on Black history, teachingmethodology and poetry, and withother teaching resources. Whenclasses are running, the school uses a range of rooms within the churchbuilding, with the emphasis being on small class sizes (a ratio of fifteencontinued on page 3

The supplementary schools that started in the 70s and80s have seen huge changes in society, in mainstreameducation, and in how they are regarded by those inmainstream schools. Pascale Vassie from the NRCdescribes one such school, Queen Mother Moore School, and meets one of its founders.

Lessons learntBullet n Contents

Lessons learnt 1Editorial 2Journeys of Change 4CILT news 6Know-how: sport andsupplementary schools 7Funding 10Insurance 11Regional events 12Training 14Safeguarding children 15Quality Framework 16

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

www.supplementaryeducation.org.uk

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Clarence Thompson MBE, Chairman of QMM, and Idell Nugent, Deputy Headteacher

Editorial Bullet n

2 Bulletin Summer 2010

The National Resource Centre forSupplementary Education (NRC) is a strategic and support organisationfor the supplementary educationsector across England. It aims tochampion excellence, innovation and partnership in supplementaryeducation. It is working closely withsupplementary schools to help:• raise standards• raise the profile of supplementary

education• raise pupils’ achievement levels• raise funds.The NRC is funded and supported bythe Department for Children, Schoolsand Families and the Paul HamlynFoundation.

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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students to one teacher is usual) and on the relationship between the learner and the teacher.

In line with most long-standingsupplementary schools, all theteachers at QMM are fully qualifiedand have many years of experiencein mainstream education. QMMretains its teachers – some have beenwith the school for over fifteen years.

Community involvementYoung people are encouraged to takea full part in the Black community byattending community activities andevents, not just as spectators but asreal participants. The input of parentsis valued and encouraged, assupporters both of their children’slearning and of the school itself.There is an active parents’ group that plans celebrations andundertakes fundraising activities.Where appropriate, parentscontribute skills such as cooking and counselling to the variety ofsubjects offered by the school.

Former students often remain intouch with QMM long after theyhave reached adulthood. Paststudents working as lawyers, doctorsand teachers, and in other walks oflife, have come back to the school tospeak with current students. Somehave even returned to teach at theschool after becoming qualified toteach in mainstream education.

Looking backSpeaking to the Reverend HewieAndrews, founder member andheadteacher of the school, I learntmuch about the struggles that Blackchildren and their parents faced ineducation in the second half of the20th century, when QMM firstopened its doors. Parents, and theAfrican Caribbean community in general, were determined tochallenge the ‘statementing’ of Blackchildren and young people – that is,labelling them as having specialeducational needs.

‘We were campaigners,’ explainedHewie. ‘We wanted to get childrenremoved from SEN schools. Our aimwas to advise parents how to supporttheir children, and organise them sothat they knew what was happeningand what their rights were.’

How things have changedWhile he is clear that educationalreforms and new teachingmethodologies have improved thesituation for Black children at schoolin the 21st century, Hewie noted thatBlack boys are still not achieving theA*–C grades at GCSE that theyshould be getting. Parents arebecoming more involved in theirchildren’s mainstream education, butthey are still not as vocal as theymight be. For parents whose ownexperience of education in Englandwas often very negative andexcluding, it is clearly a challenge togo back through the school gates tosupport their children.

Although the academic record of students attending QMM shows clearly that the schoolsupports students and their parentsand makes a positive difference tothe educational experience of Blackfamilies, Hewie remembers thatmainstream schools were verydismissive of supplementaryeducation in the early days. That too has improved. QMM now hascloser relationships with themainstream schools that studentsattend during the week and receivesbetter support from the localauthority.

Undoubtedly mainstream schoolshave now learnt to include someculturally focused history andliterature in the curriculum, but for many this still seems tokenistic.African Caribbean supplementaryschools embed the development ofself-esteem into every aspect ofteaching, whether it be Black historyor mathematics, arts and culture orscience.

The school currently has 45students on roll, Hewie told me.Numbers have reduced since the 80sand 90s, when there were usuallyover 100. He put the reduction down to the increased availability of Saturday and after-school clubs at mainstream schools. These makefewer demands on parents, he said,whereas QMM expects parents to beinvolved and active in supportingtheir children.

Recruitment and referralRaised awareness and respect for the support that QMM gives hasmeant that mainstream schools havesometimes sought to refer studentsto QMM when they presentproblems in class. Although QMM is open to any child, including thosewho have been excluded frommainstream education, the schoolhas had to make it clear that it is notfunded to deal with every Black childin Lambeth who is encountering difficulties at their mainstream school.

Most children now come to theschool through word of mouth.QMM staff make sure that parentsare aware that they have to becommitted too. Young people alsorefer themselves, especially in orderto catch up with exam work asGCSEs and ‘A’ levels loom. In thespring and summer terms, QMMruns weekday classes after school tosupport exam study.

Involving parentsHewie is clear that QMM is as much for the parents as for theirchildren. This is perhaps a particularstrength of supplementary schools in general – and of those servingAfrican Caribbean communities inparticular – that has yet to berecognised by statutory agencies. By enabling young people to achievetheir full potential through teachingthe core curriculum and building their self-esteem, African Caribbeansupplementary schools are alsochallenging many parents’ negativeexperiences of education, andencouraging their parenting abilitiesand their self-confidence.

Community-based supplementaryschools, focusing on English-speaking communities, drawntogether by heritage or by socialclass, have a crucial role to play in 21st century education.

Bulletin Summer 2010 3

Lessons learnt continued from front page

This is the fourth year of the Journeysof Change project, which is fundedby the Department for Culture, Mediaand Sport. The Imperial War MuseumLondon, Hackney Museum, BrentMuseum and Brent Archive have eachworked with three supplementaryschools in their area, using themuseum’s collections and creativeexpertise to fulfil the learning objectivesof each supplementary school.

Individual projectsThe subjects covered in the Journeysof Change projects included Blackhistory, Sikh history, citizenship,literacy and mother tonguelanguages. These were taught in a variety of ways – through poetry, the spoken word, drama, treasuretrails, quizzes, arts and crafts, andphotography. Many of the projectsgave pupils the chance to touchmuseum objects. All included a visitto at least one museum; many pupils visited two museums.

Brent Museum worked with agroup from Crest Academy learningArabic. The pupils explored historicalwriting styles in texts from differentcultures at Brent Museum and at the British Museum, and they learnt traditional calligraphy techniques.Each pupil created a reference bookon the Arabic alphabet to usethroughout their study.

Hackney Museum worked withClaudia Jones School, focusing on the theme of leadership, exploringwhat makes a good role model.Pupils used the spoken word andpoetry to explore the theme. Theyvisited the Africa galleries at theBritish Museum to support their ideas.

Bright Education Centre workedwith the Imperial War Museum,where a classroom resource aboutSomali history was created. Theresource also taught pupils theliteracy skills that were the learningobjective of the class.

These are just three out of nineinspiring projects, which promptedcomments such as:• ‘I learnt a lot myself and I enjoyed

working with a professional in thisfield.’ Teacher, Crest Academy

• ‘Sikhs are very brave when there is a war. It is really fun to reflect onSikh war history.’ Student, aged 11,Brent Sikh Centre

CelebrationAt the end of the projects, acelebration day was held at theImperial War Museum London,where 200 children, parents andteachers from the nine schools had ataste of the work done during eachof the projects. They took part increative workshops and explored a‘showcase room’ with interactivedisplays and people explaining theprojects, bringing them to life. Eachgroup of pupils was awarded acertificate to mark what they hadachieved through the project.


Supplementary schools from around London have been finding out what they can learn frommuseums and archives. Louise Lamming, the Community Learning Co-ordinator at the Imperial WarMuseum, explains what the ‘Journeys of Change’ project entails, and what museums can offer tosupplementary schools.

Journeys of ChangeResourcesBullet n


The projects were supported byContinYou, whose staff providedinvaluable advice at steering groupmeetings and attended events suchas the celebration day. The museums involved have developed partnerships with the teachers and leaders at the supplementary schools, and have learnt a great deal that will help them support visits fromsupplementary schools in the future.

Working with teachers atsupplementary schoolsEvidence from the project in2008–09 showed the importance of engaging group leaders andteachers. When this is doneeffectively, the leaders develop theirown skills and knowledge and canuse these to benefit students beyondthe time limits of the project.However, due to the pressures onstaff time at supplementary schools,teachers were often more focused on other, conflicting, priorities anddidn’t benefit as much as they mighthave done.

The aim in 2009–10 was to engagesupplementary school leaders more.Many projects saw teachers becomingmore involved in the initial developmentof ideas for the project. This led to amuch closer link with the learningobjectives of supplementary schools.In the most successful cases, theteacher and the museum educatorworked together to plan and deliverthe sessions. The teacher broughtcultural knowledge – for example, of the Arabic language – and themuseum educator brought skillsrelating to creative, experientialmuseum learning. This symbiotic‘team teaching’ approach meant that both people were integral to thedelivery and success of the project.

In other projects, the teacher tookpart as a participant, alongside thepupils. In these cases, too, they wereable to reflect on the benefits of theproject, both to themselves and tothe pupils. For example, a teacherfrom Kokayi supplementary schoolfelt that her group’s successes were:‘Our understanding of what took placeduring the war days. Being able to givefeedback about what we learnt.’

In some cases it was still notpossible to engage the teacher in this way. In some supplementaryschools, the museum educator is

understandably seen as a much-needed extra pair of hands for a fewweeks. However, the most positiveimpact on the supplementary schoolin the long term was when an effortwas made from both sides to developand run the projects in partnership.

Pupils’ viewsThe pupils indicated that they had acquired historical knowledgerelevant to their project, and haddeveloped personal skills. At the endof the project, pupils used possessivepronouns (‘our’ and ‘my’) andreferred to the relevance of museumsto their individual and collectivesense of themselves. This indicatesthat the projects had successfullyinstilled a sense of ownership in the participants.

The most enjoyable parts of the project were trips and ‘doing’activities. There was specific mentionof learning using objects from themuseums. It was quite common forstudents to express surprise whenremarking on their enjoyment of askill such as oral communication or academic thinking (this is alsomentioned by group leaders). Thissuggests that their attitude to thisstyle of learning has changed.

Group leaders’ viewsAt the end of the project, group leaders and teachers fromsupplementary schools reflected on the development of creativity,knowledge and skills in their group.Most saw an increase in creativity,which they attributed to the use of multi-media and imaginativeclassroom activities. They often sawpupils’ learning as an increase in their

factual knowledge about the past,but some focused on culturalknowledge, resulting in increasedcultural pride. They emphasised skills such as communication,research and team working. Mostleaders mentioned the positive effectsof learning about history, manyspecifying the benefits for pupils of‘insight’ into their personal/culturalhistory. For example, the groupleader of Brent Sikh Centre said thatit ‘made them aware and proud of thepast’.

Some, such as the group leader of Camberwell After School Project(CASP), said it made the studentsmore passionate about learning: ‘The children have increased theirenthusiasm about history andartefacts.’ Some said that pupils hadfelt a sense of personal achievement.

These observations demonstratehow students’ attitudes changed,and show that the group leaders are concerned with their students’ interest in and enjoyment of learning, as much as with what they learn. Likethe pupils, the group leaders oftencommented on museums as beingplaces of ‘fun learning’. Most of themsaw the enjoyment of learning as animportant outcome: ‘Creativity is agreat way to capture and keep youngpeople’s interest in a new subject or asubject they would think is “boring”.’Group leader, CASP

How can yoursupplementary schoolbenefit?The museum educators who workedwith the supplementary schoolslearnt a great deal through theprojects and developed strongpartnerships through working withgroup leaders and pupils. However,many of the skills they brought tothe projects had been developedthrough their work in museums, andthese are skills which can be found at museums throughout the country– even in museums that haven’tworked with supplementary schoolsbefore. If you’d like your pupils toexperience this creative way oflearning, do get in touch with yourlocal museum to discuss a visit.

The skills that museum educatorscan bring to a supplementary schoolinclude:• flexibility and adaptability


• the ability to create bespokeopportunities, or to adapt existingresources, with the support of asupplementary school teacher, inorder to meet learning objectives

• an understanding of theimportance of cultural awareness.

What the museumsinvolved in Journeys ofChange can offerAt the Imperial War Museum, we canwelcome your supplementary schoolwith a free workshop, based on thelearning objectives of your group. We can support subjects such asliteracy and cultural history. Pleaseget in touch to discuss your interestsfurther.

We have a new resource designedfor supplementary schools, to helppupils explore the museum and learnmore about the wartime contributionof people from countries throughoutthe British Empire. If you would liketo visit the Imperial War Museumwith your supplementary school,contact Louise Lamming, CommunityLearning Co-ordinator: 020 7091 3034or [email protected].

Hackney Museum will try to keepits relationships with supplementaryschools going in various ways – forexample, by running summer schoolactivities, by helping the LearningTrust develop its resource centre for supplementary schools, and byrunning an event in partnership withthe National Association of BlackSupplementary Schools. To arrange a visit, contact Cheryl Bowen at HackneyMuseum: 0208 356 2545 [email protected].

Supplementary schools can visitBrent Museum free of charge, tolearn about Brent and its past. Thereare lots of old photographs andinteresting books to see at BrentArchives. You could arrange for aspecial workshop, where children can handle some of the museumcollections. Schools can also arrangeto borrow one of the museum’s loanboxes, which contain real and replicaobjects. To find out more, or toarrange a visit, contact Emma Tutton,Learning Officer: 020 8937 3600 [email protected].

The project partners would like to thank ContinYou, and particularlyPascale Vassie, for all their supportand advice throughout the Journeysof Change project.

New resources on PrimaryLanguages websiteCILT has been gatheringinformation on creative andinnovative approaches tointegrating a community languagefully within the languagescurriculum for Key Stage 2. The‘KS2 curriculum models’ page onthe Primary Languages websitegives examples of approaches toteaching community languageswithin the KS2 curriculum. The‘Resourcing’ page makes usefulsuggestions 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 currently being developed forteaching community languages in primary schools. CILT andGoldsmiths College, London, havebeen collaborating on a collectionof modules which explore theposition of community languageswithin the primary languagesinitiative. Joe Brown from CILT and Ruth Bailey from Goldsmithspresented the modules, designedfor use in initial teacher training or within continuing professionaldevelopment, at the fourteenthannual Primary Languages Show,which took place in Liverpool atthe beginning of March.www.primarylanguages.org.uk/teaching__learning/community_languages/professional_development.aspx

Our Languages toolkitThe Our Languages toolkitsupports collaborative workingbetween mainstream andcomplementary schools. 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 currentlybeing piloted and will soon beavailable free of charge to everyschool in England. MYLO sets outto encourage young learners(initially at Key Stage 3) to learnlanguages through a series ofonline challenges, such asproducing 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 encouragedto sign up to the resource, whichwill be available for use in theclassroom by the summer termwith initial content, by visiting thewebsite.www.hellomylo.com

Hackney school languagepartnership with the Met PolicePupils at Stoke Newington Schoolin North London have beenlearning about the benefits ofhaving language skills in the worldof work. Through the BusinessLanguage Champions (BLC)programme, the MetropolitanPolice have been working inpartnership with the Hackneyschool to encourage Turkish-speaking pupils to value andnurture their language skills, byshowing them how these could be put to use in an exciting careerwith the police.

Given the large Turkishpopulation in the area, policeofficers who can speak Turkish will always be in high demand.Members of the Met Police whovisited the school used a series ofrole plays to show pupils situationswhere Turkish would be useful.

CILT hopes that more schoolsand 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

CILT news

Making the case for sportFrom an early age, patterns ofpositive behaviour can be establishedthrough participation in physicalactivities. This can help youngchildren to develop their balance andco-ordination, and their co-operationand social skills. But the benefits ofsport are wider than just theimprovement of health and thedevelopment of skills. Sport can buildpersonal attributes that are importantfor the overall development of youngpeople. These include:• confidence and self-esteem• ambition and high aspirations• good behaviour• appreciation of ethics

and fair play• good relationships with others• the ability to cope with the

experience of winning and oflosing.

It can also develop skills that arerelevant in other areas of life, andcan help young people understandand value their ability in these areas,including:• observation and evaluation• communication• leadership and teamwork.

However, most importantly, sport hasbeen shown to raise the level ofchildren’s achievement at school.Researchers and educators have longheld the view that good experiencesof physical education (PE) havepositive effects on children’sclassroom and academicperformance, by improving theirattainment in maths, science, Englishor other languages, for example.

So one of the most important thingswe can do for young people is toencourage them to become more fitand healthy, in mind and body.

Not just for the kidsBut greater participation in sport andphysical activity does not just have tobe for young people. It can benefitfamilies and communities too.

Sporting activities are powerfultools that can play an important rolewhen targeted at the parents andcarers of young people. Sport cangive families the chance to have funand learn together, in a variety ofways, in a safe and friendlyenvironment.

Sport also offers opportunities todevelop wider community learning.Sporting activities can result inpurposeful learning and higher levelsof achievement for all those involved,whether they are participants,volunteers or spectators. This canlead to greater empowerment andincreased community cohesion.

Why shouldsupplementary schools get involved?Research undertaken by theInstitute of Youth Sport intoparticipation in sport by youngpeople from Black, Asian and otherminority ethnic backgrounds, out ofschool hours, identified that:• participation rates of these young

people were significantly lowercompared with those of youngpeople from white Britishbackgrounds

• this clear and consistent gapwidened when sports activitiesmoved off the mainstream schoolsite and were not directly organisedby the school.

The most commonly mentionedbarriers to participation were:• parents’ beliefs that other subjects

are more important than sport • young people’s family

commitments out of school hours.

Mainstream schools are aware of theneed to encourage more youngpeople to take part in sport and aretrying to offer them moreopportunities for this. However, thevast majority of people workingwithin the school sport sector areunaware of supplementary educationand of the important role theseschools play in thelives of youngpeople.

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Taking part in sports and physical activities has been shown to have major benefits. It can help all ofus to lead more active and healthier lives. This has become even more important in the lead-up to theLondon Olympic and Paralympic Games in 2012, as the anticipation of 2012 inspires more people toembrace healthier and more active lifestyles.

Sport and supplementary schools


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Young people and their familiesshould not have to face the dilemmaof choosing between taking part in sport and attending theirsupplementary school; in an idealworld they would be able to doboth. A ‘win-win’ scenario would befor supplementary schools to work inpartnership with local mainstreamschools, bringing better outcomes forall young people, their families andthe wider community.

Working in partnership Improving people’s health and fitness is a key priority of the government. It has made acommitment to enabling everyyoung person aged 5 to 16 to haveaccess to five hours of PE and sport(or three hours for 16 to 19 yearolds) each week.

To help achieve this, a nationalnetwork of sports colleges and schoolsport partnerships was established tosupport the development of PE andschool sport throughout England.

Sports collegesThere are currently 500 schoolsacross the country with a sportsspecialism, and they use this to help with school improvement, by positioning PE and sport at thecentre of the curriculum, using them as a vehicle to develop and improvelearning outcomes. Sports collegesare expected to raise standards ofachievement – both in PE and sport,and in the school as a whole – and to work with targeted sections of theircommunities to improve widercommunity learning through sportand physical activity.

School sport partnershipsA school sport partnership (SSP) ismade up of a group of schools thatcome together to enhance sportingopportunities for all. An SSP consistsof a hub site (a nominated secondaryschool, which is usually a specialistsports college) and its associated‘family’ of schools. There arecurrently 450 SSPs across thecountry. Every state school inEngland belongs to an SSP.

The infrastructure for school sport School sport partnerships and sportscolleges provide an infrastructure ofsupport for schools and communities,to help enable more young people totake part in sports and physicalactivities.

Roles at a glanceA Partnership Development Manager(PDM), usually based within a sportscollege, is a strategic managerresponsible for developing andmanaging partnerships and links withother PE and sports organisationswithin, between and beyond schools.

Each secondary school is home to aSchool Sport Co-ordinator (SSCo),who is an existing secondary schoolteacher, released from teaching fortwo days per week. SSCos dividetheir time between the secondaryschool and the cluster of primaryschools to co-ordinate and developopportunities for school sport andlinks with sport in the community.

A Primary Link Teacher (PLT),located within each of the primary orspecial schools within the SSP, is anexisting primary or special schoolteacher released from teaching fortwelve days per year. PLTs act asadvocates for high-quality physicaleducation, and co-ordinate andsupport opportunities for schoolsport within the primary school.

How can sport helpsupplementary schools?Establishing partnerships betweenmainstream schools, supplementaryschools and local authorities, withsport as the starting point, can helpeveryone to achieve better outcomes,because they are working togethertowards shared objectives. Engagingwith your local sports college andSSP will enable you to benefit from:• established links between families

of schools and communityproviders, including sports clubs,leisure facilities, and other keyagencies, such as health services,youth offending teams and thepolice

• models for the sustainable deliveryof community learning andextended services activities, such assport, that can be transferred toother areas of supplementaryeducation

• opportunities for senior pupils,supplementary school teachers andother volunteers to receive training,support and experience inleadership, coaching and officiating.

Linking to the Quality FrameworkThere are many parallels between thestrategic priorities of sports collegesand the requirements of the QualityFramework (QF) awards forsupplementary schools.

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If your supplementary school hasgained, or is working towards, anaward, this may offer an opportunityto develop a partnership with asports college or SSP. Because of your involvement in the QF, they will know that you have systems ofgood practice in place and that thereare proper safeguards for childrenand young people. They will alsohave the assurance that you areundertaking regular self-evaluations,allowing you to reflect on youreffectiveness and demonstrating that you are continually striving toimprove.

Sports colleges are a focus forexcellence and innovation, and forthe sharing of good practice. Likesupplementary schools, they areaiming to improve the attainment oftheir pupils. They must engage withtheir local community and work withother agencies in order to achievethis, and in order to extend learningopportunities for everyone. They areexpected to work with targetedsections of the community thatdirectly surrounds the school. This offers an ideal opportunity forsupplementary schools to engagewith their local sports college inorder to improve outcomes for their learners.

What you can do next• Contact the partnership

development manager and/or thedirector of specialism at the sportscollege in your area. Work withthem to establish shared priorities,discussing how sport cancontribute to achieving these.

• Include access to sporting activitiesin your plans.

• Find out what physical activitiesand sport-based programmes arebeing provided by other keypartners and how these cancomplement the plans of yourschool. Speak to your county sportspartnership and to local sportsdevelopment officers about ways ofengaging young people who mightbe missed through the mainstreamschool system.

Useful funding sourcesBike ClubBike Club is an inspirationalprogramme that builds cycling intothe everyday lives of children andyoung people. ContinYou, UK Youthand CTC are setting up bike clubsacross the UK, starting in ten areas.As part of the project, they will fundover 300 Bike Clubs through a grantapproval scheme. Members of theBike Club consortium can offer helpand support with setting up BikeClubs, even if you are not in one ofthe start-up areas. To register yourinterest, ring 0844 736 8464 or visitthe Bike Club website.www.bikeclub.org.uk

Comic ReliefThe Comic Relief programme Sportfor Change aims to explore howsport can play a part in bringingabout positive changes in the lives of individuals and communities.Applications are welcome fromcommunity groups and organisationsusing sport as part of a broaderprogramme of work to bring aboutchange at an individual and/orcommunity level. The maximumgrant in this programme is £100,000. www.comicrelief.com/apply_for_a_grant/uk/sport

Football Foundation – Grow the GameThis scheme aims to increaseparticipation in grassroots football by both players and volunteers, bysupporting the costs associated withproviding new activities. Themaximum grant is £5,000. Allrequests for funding must besubmitted within a limitedperiod.

The next window for application will be summer 2010.www.footballfoundation.org.uk

Sky Sports Living for SportThis programme offers an excellentopportunity for supplementaryschools to engage with the schoolsport partnership based at their localmainstream school, as it is open to allsecondary schools across the UK. Ituses sport to motivate and inspire 11to 16 year olds who are in need ofsupport or challenge through sport.It can be used to address the four keythemes of improving young people’shealth and well-being, developingtheir self-esteem, increasing theirattainment and helping to inspirethem to be the best that they can be. Schools taking part in the scheme

Continued on next page

Know-how


Funding for summer play schemes The Hilden Charitable Fund hasannounced that application forms for its Summer Play Scheme grantsprogramme, to help communitygroups in the UK run summer playschemes for the benefit of childrenfrom refugee and ethnic minorityfamilies, are now available.

Funding of up to £1,000 isavailable for summer play schemesfor children aged 5 to 18 years,lasting between two and six weeks,with strong volunteer support.Voluntary agencies with an income of less than £150,000 can apply for funding. Applications fromorganisations working with refugeeand immigrant communities havebeen given priority in the past, so it’s certainly worth applying. Theclosing date for applications is 14May 2010.

In addition to funding summer playschemes, the Hilden Charitable Fundprovides grants to community andvoluntary organisations for projectsand activities which are unlikely toraise funds from public sources,known sometimes as ‘unpopularcauses’.www.hildencharitablefund.org.uk/play.htm

Increased funding fromLloyds TSB Foundation The Lloyds TSB Foundation forEngland and Wales has announcedthat, due to a higher level of income, it has increased the level of funding for 2010, and it will sustain this for2011, 2012 and 2013. The aim ofthe Lloyds TSB Foundation’sCommunity programme is to providefinancial support for work that helpsdisadvantaged people to play a fullerrole in the community.

The Foundation is keen to supportsmall and medium-sized community-based charities where small amountsof money can make a significantdifference to local people’s lives.Types of grants made includefunding for: • running costs, including salaries, to

ensure that charities can maintainand develop their core work/services

• projects that build on charities’core work.

Funding is available in England andWales for periods of one to three years.www.lloydstsbfoundations.org.uk

Volant Charitable Trust Registered charities whose purpose is to alleviate poverty and socialdeprivation, with particular emphasison children’s and women’s issues,have the opportunity to apply forfunding through the VolantCharitable Trust. The Trust willsupport both capital and revenuefunding. The closing date forapplications is 30 July 2010. www.volanttrust.com/index.html

The Hedley Foundation The Hedley Foundation invitesregistered charities in the UK toapply for up to £5,000. Its mainobjective is to further the education,recreation, support, training, healthand welfare of young people. Thetrustees meet to allocate funds sixtimes a year. For more informationon the Foundation, including thenext round of applications, visit itswebsite. www.hedleyfoundation. org.uk

Bullet nKnow-how


have the chance to receive T-shirtsfor their students and a visit fromone of a team of world-class athletes. Projects do not need to be new or stand-alone, but can beadding value to activities that already exist.http://livingforsport.skysports.com/Sport EnglandSport England is the governmentagency responsible for building thefoundations of sporting successthrough a community sport systemof clubs, coaches, facilities andvolunteers. It has a number offunding programmes, including:• a series of up to three themed

funding rounds each year, whichtackle gaps in sporting provision.These are open to voluntary andcommunity organisations and toeducational establishments thatprovide opportunities for membersof the community to take part insport. Projects must be designed to address the specific ‘themed’barrier to greater participation insport. This fund makes grants ofover £10,000.

• Sportsmatch makes awards toorganisations running projectsaimed at increasing participation insport at community level, throughmatching funding investmentsmade by businesses, trusts andindividuals, pound for pound. So if a business gave £1,000 insponsorship, Sport England would match that with £1,000 ofgovernment money.

• a small grants programme, set up to support local communitysports projects which seek toincrease or sustain participation, or to develop opportunities forpeople to excel at their chosensport. Applicants can apply for any sum from £300 to £10,000.This is open to any not-for-profitclub or association, statutory bodyor educational establishment.

www.sportengland.org

Bullet n Funding


We are delighted to announce thatthe results of this collaboration willgo live at the end of April.

To find out more, go towww.caseinsurance.co.uk/select.

CaSE Insurance is a fast-growinginsurance broker set up specifically toprovide cover for charities (includingnot-for-profit organisations) andsocial enterprises in the UK. CaSE worksonly with these organisations, as itsname shows: CaSE is an acronym forCharity and Social Enterprise.

CaSE was set up and is part-ownedby the Charities Aid Foundation andNCVO, and by the partners of BatesWells & Braithwaite, the charitysector’s biggest law firm. CaSE’smandate is to cut insurance costs inthe sector and, at the same time, toreturn 40 per cent of the profits tocharity. CaSE is also part-owned by two insurance businesses, giving it a unique blend of charity andcommercial ownership and a veryhigh level of insurance expertise.

CaSE Insurance was launched inApril 2007. It already provides coverfor more than 160,000 charities, not-for-profit organisations and social enterprises – more than anyother broker in the sector. The CaSEpartnership insures a wide range oforganisations, covering all types ofactivity and varying from the verysmall to the huge. Larger clientsinclude the Groundwork Federation,many Age Concerns, the SocialEnterprise Coalition, the Charities Aid Foundation and NCVO, the MSTrust, Mission International andIslamic Relief. At the other end of the spectrum, CaSE provides cover to all the Neighbourhood Watches in England and Wales and wasrecently appointed by the Fairtrade Foundation to cover its network of 700 Fairtrade Town Steering Groups.

Here are some comments fromcharities that already use CaSE fortheir insurance.‘BYHP first found out about CaSEInsurance through Third Sectormagazine and NCVO, and was veryimpressed with the way in which itsupports the voluntary sector. Whenour insurance was due for renewal, wetelephoned and were delighted, as wesaved over £3,500 per annum, andthere was extra cover on the policy too.Since being with CaSE, we havereceived excellent assistance, withimmediate responses to our enquiries.’Pam Linzey-Jones, BYHP‘We are impressed by the way theywere prepared to get to know us sothat they could get the right deal thatsuits our needs … a responsive andfriendly team with a great way ofensuring we got the right cover at the right time and at the best pricefor us.‘The online arrangements for theproposal form and the subsequentelectronic insurance cover details havebeen very beneficial when bidding forgrants and informing potentialsponsors, making it an efficient andeasily managed process.‘They have been and are veryresponsive to our requests for specificinsurance cover needs demanded byfunders and sponsors. Nothing is toomuch trouble for them, and a verygood personal relationship is a bonus.’Bob Ferrier, Surrey CommunityAction

FinancesBullet nInsurance for supplementary schoolsOne of the questions the NRC is always being asked by itsmembers is how to get the right insurance at the right price. So we have been working with CaSE Insurance to develop a low-cost insurance that is simple to buy, and that meets thespecific needs of supplementary schools.

Volunteer ManagementProgrammeCapacitybuilders has announced that its Volunteer ManagementProgramme Strand C is now open for applications. The programme is a £1 million bursary scheme aimed at supporting skills development involunteer management.

Bursaries of up to £1,950 areavailable to individuals in Englandwho support, co-ordinate, manage or have strategic responsibility forvolunteers. Capacitybuilders willinitially support up to a maximum of fifteen volunteer managers fromany one organisation (across acombination of both the nationalhead office and any associated local branches, whether they beindependently constituted or not). www.capacitybuilders.org.uk/vmpskills

Reaching Communitiesprogramme The Big Lottery Fund has announcedthat it is going to make at least £100million available across England forthe next five years, through itsrevamped flagship ReachingCommunities programme.

This will include making access to the programme easier. Applicantsseeking smaller grants will enjoy asimpler application and assessmentprocess. Those applying for largergrants will learn sooner whether their project has a chance of receiving funding. Those invited tothe second stage will have a muchhigher chance of being successful for funding.

The main aim of ReachingCommunities is to help bring realimprovements to communities andto the lives of people who are mostin need. The new funding is availablefor charities, community groups andvoluntary organisations from thisspring.

The Big Lottery Fund will also be introducing a dedicatedcapital stream within ReachingCommunities, offering funding forcommunity buildings.www2.biglotteryfund.org.uk


Bullet nRegional news

Events in the Central regionOn 4 and 11 February 2010, theNRC held two regional events inWolverhampton and Nottingham.Over 80 people attended. They tookpart in the three workshops on offer– on funding, on safeguarding andon classroom/behaviourmanagement.

The events also gave us the chanceto offer our congratulations to theCharnwood Learning Centre, theSpinney Hill Gujarati ParentsAssociation, the Arabic School for Alland Ramgarhia Punjabi School. All ofthese supplementary schools haveachieved the Bronze Award of theQuality Framework and were presentat the events to receive their awards.A number of other schools have nowalso signed up to work towardsawards.

The feedback from the events wasextremely positive. It has highlightedthe need for additional training andsupport for those involved indeveloping supplementary schools.

These events have resulted indiscussions with Extended Schools

Remodelling Advisors (ESRAs) abouthow supplementary schools can linkinto the extended services agenda.The NRC will follow this up andreport back on progress in futureeditions of the Bulletin.

Pan London NetworkOn 9 March 2010, the NRC hostedtwo events at the Princess DianaMemorial Fund Offices in London:the Pan London Network and theSouth East Regional Event. ToriPearson-Jacovides, the Co-ordinatorof Barnet Supplementary SchoolsForum, reports on both of these.

The meeting of the Pan LondonNetwork took place in the morning,with sixteen London boroughsrepresented. The morning sessionprovided supplementary schoolforum co-ordinators and localauthority representatives with theopportunity to share and establishlinks between the work taking placein each borough. There were alsodiscussion sessions on what impactsupplementary schools are makingon mainstream education, and whatsupplementary schools need in orderto develop and be sustainable. Thetopics of these sessions includedquality assurance and funding.

Quality assurance forsupplementary schoolsThe positive and negative aspects of supplementary schools gainingquality assurance accreditation were discussed. Issues such as timeconstraints and the need for supportwere raised.

Most boroughs are dedicatingsignificant time to quality assurancethrough training during their forummeetings, and through promotingthe Quality Framework forSupplementary Schools. BarnetSupplementary Schools Forum (BSSF)is dedicating its next meeting todiscussing the following questions:

• What are the constraints onsupplementary schools which have not yet achieved Bronze levelstatus? How can the forum help?

• How does the constitution of BSSFreflect quality assurance? Do allmembers need to be at the Bronzelevel of the Quality Framework in order to be a part of the BSSForum?

• Do supplementary schools require training and support in accountancy, with possible accessto software to help them completethe awards?

• Should we create a genericsupplementary schools register toadvocate excellence in practice?

• How can the Quality Frameworksupport funding applications?

FundingClaire Arthur from ContinYou led the workshop on funding.Representatives of both the JohnLyon’s Charity and the Paul HamlynFoundation were present, providingopportunities for co-ordinators andlocal authority officers to gain anunderstanding of the trusts’ fundingcriteria and to discuss potentialprojects with them. For example,BSSF arranged follow-up meetingswith each funder, to look at how todevelop a successful and sustainableconsortium bid that would bring inmoney for individual schools and forthe infrastructure to support them.

The next deadline for the JohnLyon’s Charity is May 2010, withfunding arriving in November 2010.

Funding advice given at themeeting included the following:• Bids that are made by a consortium

or in partnership with others aremore likely to be successful.Funders will look more favourablyon supplementary schools that arequality assured.

Daxa Parmer from Spinney Hill GujaratiParents Association receiving her awardfrom Claire Arthur of the NRC

Regional eventsThe end of winter heralded a clutch of celebratory events for supplementary education acrossEngland. As well as participating in a number of conferences and award ceremonies put on by localauthority school improvement and community languages teams, the National Resource Centre hasorganised regional events to bring together supplementary schools and agencies interested inworking with them.


• The main reasons that fundingapplications fail are weaknesseswith policies and procedures. Allsupplementary schools need toreflect on this. If you need support with getting your policies andprocedures right, get in touch withyour local supplementary schoolsforum or with Pascale Vassie atContinYou.

• It is vital that your application fitswith the funder’s priorities – butdon’t try to ‘fit the criteria’ just toachieve funding or to beinnovative!

• If you make a small charge toparents, this shows the funder thatyour project is needed and thatthere is support for it. Manyfunders like to feel that what theyare being asked for is an additionalcost – either revenue or capital –not the entire cost of the project,and certainly not the entire cost ofthe organisation.

• ‘Platform 2’ provides excellentvolunteering opportunities for 18to 25 year olds.

• It can be helpful for supplementaryschools to apply through theirforum as a ‘network’. The forumcan bring together informationabout all the schools and can, ifnecessary, establish its ownconstitution for making fundingapplications. Two forums – EalingSupplementary Schools Consortiumand Kensington and ChelseaSupplementary School Forum –already do this. Others could dothe same.

• Across London, several localauthorities fund supplementaryschools, but many do not. Some ofthose that do are having to reducefunding. It makes economic sensefor supplementary schools to worktogether and to apply as a forum.It is also worth negotiating withyour local authority – for example,by proposing that schools that aremembers of the forum and thathave a Quality Framework awardshould receive funding support,since these are the supplementaryschools that mainstream schoolswill be able to work with to meettheir duty of community cohesionand to provide the core offer ofextended services.

• It can work well for a forum to holda training budget. It would decideon how funding was distributed inorder to deliver ‘bite-size’ training,according to the needs of thesupplementary schools.

Looking to the futureIt was agreed that supplementaryschool forums need to moveforward, promoting their owncalendar of events, training andactivities. The supplementary schoolforum co-ordinator, if there is one,can then offer help and support, andthe forum can liaise with mainstreamschools, with ContinYou and withpartners in their own borough and inother London boroughs.

To make this happen, each forumneeds to develop a strategy thatcomplements the work of individualsupplementary schools. The issuessuggested for consideration included:• a funding strategy for 2010/11• how to draft a constitution that

reflects reflect the quality of theforum and its members

• supporting the Bronze, Silver andGold Quality Framework awards

• how to promote and work inpartnership with each other

• how to work with supplementaryschools in other boroughs andcounties

• how to support the work ofmainstream schools on extendedservices and community cohesion

• how to receive referrals frommainstream schools

• how to evaluate the impact ofattendance at a supplementaryschool on a pupil’s attainment

• how schools can share their resultsand data with the local authorityand the wider community

• safeguarding and health and safetyissues

• monitoring and evaluation• registers• events and activities• training schedule and

responsibilities.

The morning session closed with apresentation of a short piece ofresearch into the linking of data from

Representatives from London supplementary schools receive their awards – see the report on page 14


supplementary schools with localauthorities’ own data on pupilattainment. Representatives wereencouraged to take the research, andparticularly the methodology, back totheir own local authorities and tomake the case for linking data fromsupplementary schools with PLASC(Pupil Level Annual School Census)and other centrally held data, to givean overview of the role and theimpact of supplementary schoolswithin the educational arena.

South East regional eventStaff and trustees fromsupplementary schools acrossLondon which have achieved aQuality Framework award in2009–10 joined in the afternoonsession, swelling the meeting to over 60 people. A number ofpresentations promoted discussionon three significant topics.

Sharon Long, London RegionalManager with Children England,gave an overview of the work of the Safe Network and whatsupplementary schools need to doabout safeguarding children (see the‘Know-how’ in the Spring issue of theBulletin). In particular, she drewattention to the role of LocalSafeguarding Children’s Boards.

Corinne Cappell, RegionalDevelopment Manager at ContinYou, described the role of extendedservices and the opportunities formainstream schools and community-based projects to work in partnership.

Staff and trainees at OYA!(Organisation of Young Africans)supplementary schools gave awonderfully stimulating presentationof their work, showing howsupplementary schools can help tosupport young people as they moveinto higher education andemployment. They focusedparticularly on OYA!’s trainee scheme,which encourages young people whohave completed their study at OYA!to continue this relationship asadministrators, peer mentors andchampions for the school.

The afternoon finished withrecognition of the hard work andachievement of the 44supplementary schools acrossLondon that have completed theirBronze level awards this year. Aphoto of some of those who receivedtheir awards appears on page 13.

Safeguarding for supplementaryschools (recruitment)5 May 2010, 6.00–8.30pmLeedsSafeguarding for supplementaryschools (child protection)11 May 2010, 6.00–8.30pmBradfordFunding your supplementary school18 May 2010, 6.30–8.30pmRugby, WarwickshireFunding your supplementary school19 May 2010, 10.00am–3.30pmNottinghamSafeguarding for supplementary schools19 May 2010, 10.00am–4.00pmWest LondonFunding your supplementary school25 May 2010, 6.30–8.30pmWarwickshire Quality Framework introduction27 May 2010, 10.00am–3pmContinYou, LondonStarting a supplementary school9 June 2010, 10.00am–3.30pmRefugee Council, BirminghamLimited places available (9 only) –book earlyFunding your supplementary school18 June 2010, 10.00am–3.30pmContinYou, London

Safeguarding for supplementaryschools26 June 2010, 10.00am–4.00pmContinYou, CoventryLimited places available (12 only) –book early

The NRC’s full programme oftraining includes teaching andlearning, governance and theOCN-accredited course on effectivemanagement for supplementaryschools. You can book a trainingsession on any of these topics forsupplementary schools, networks,local authorities and/or councils ofvoluntary service in your area.Please contact your RegionalStrategic Adviser to discuss yourrequirements.

Bullet n TrainingThe following courses are open to all supplementary schools. A £15 deposit is required to secure your place. NRC members willhave this refunded when they attend the course. To book a place,go to www.supplementaryeducation.org.uk or [email protected].


Wesley Wu, ContinYou’s RegionalStrategic Adviser for Yorkshire,Humberside and the North East, said:‘Safeguarding children covers essentialinformation for parents, thecommunity, faith groups andsupplementary schools. It is a usefulresource for promoting the welfare ofchildren.’

Up-to-date, comprehensive, logicaland beautifully illustrated, thepublication has already proved itselfvery popular – both in sales levelsand in the comments that readershave made.

Councillor Ken Smith, DeputyLeader of Kirklees Council and LeadMember for the Children and YoungPeople Service, said: ‘Safeguardingchildren is a local product with anational application. It fills aninformation gap in providing guidancefor the rapidly increasing number ofsupplementary schools.’

Though produced in Kirklees, thebooklet is designed to be a practicaltool for learning and reference for allthe 5,000 plus madressahs andsupplementary schools in the UK.

A practical, working document Safeguarding children: guidance formadressahs and supplementary schoolswas edited by Shakeel Hafez,Supplementary Schools Co-ordinatorwith the Children and Young PeopleService of Kirklees Council. It is filledwith practical information to helpsupplementary schools in theirsafeguarding role, making thispublication unique in the UK. Itincorporates all the latest legislationand guidance.

The launchA launch event in Batley, WestYorkshire, was attended by delegatesfrom the North, the Midlands andthe South of England. The event,

organised by ContinYou and KirkleesCouncil, was introduced by AlisonO’Sullivan, Director for Children andYoung People with Kirklees Council.The keynote speaker was ProfessorNigel Parton, NSPCC Professor inApplied Childhood Studies atHuddersfield University. ProfessorParton stressed that: • safeguarding should be seen as

everyone’s responsibility, not justthat of professionals and statutoryagencies

• safeguarding is concerned not onlywith harm that may be perpetratedin the family or home, but alsowith any harm that takes place inthe wider community – in schools,sports clubs, youth clubs, churchesor places of worship or instruction

• the needs and rights of childrenand young people should be at thecentre of everyone’s concerns

• all professionals need to work inpartnership with each other andwith parents, families and thewider community.

Eddie Needham, ContinYou’sRegional Development Manager forYorkshire and Humberside, spokeabout how madressahs and

supplementary schools can developpartnerships with mainstream schoolsin order to strengthen local extendedservices.

What’s newSafeguarding children now covers thewhole new supplementary schoolssector, acknowledging the enormouswork done by diverse minority ethniccommunities, including African,Arabic, East European and Chinesecommunities. The 2010 updatedversion includes many new topics,including: • forced marriages• female genital mutilation• cyber bullying• domestic violence• child trafficking• autistic spectrum disorder • attention deficit hyperactivity

disorder (ADHD).

The edition covers all the recentlegislation such as the Every ChildMatters agenda, the requirements ofLocal Safeguarding Children Boardsand the Independent SafeguardingAuthority.

How to buy the publicationSafeguarding children: guidance formadressahs and supplementary schools costs £10 including postage.To order a copy, contact KirkleesCouncil, Children and Young PeopleService, Planning, Performance &Commissioning, Civic Centre 1South, Huddersfield HD1 2NF. You can ring them on 01484 225385or email them at [email protected].

ResourcesBullet n

A new publication of national interest has recently been launchedby Kirklees Council at the North Regional Conference forSupplementary Education. The aim of the publication is to guidemadressahs and supplementary schools towards the best practicein safeguarding children and young people.

Safeguarding children

Supplementary education in KirkleesThere are about 50 madressahs and supplementary schools inKirklees, with about 8,000 childrenin their care. They providereligious, cultural and linguistic(mother tongue) education forchildren from diverse ethnicbackgrounds. The setting up ofmadressahs and supplementaryschools is a huge investment bythe minority ethnic communitiesand shows their determination tocomplement their children’seducation.


Quality Bullet n

The dedication of all these schoolsand the hard work they put in, inorder to bring about ‘a well-organised environment whichsupports learning’ (a Bronze Awardrequirement) should not gounrecognised. Many of these schoolsare run entirely on a voluntary basisor just with the teachers being paidsessional fees. The co-ordinators,headteachers, managementcommittees and staff of the schoolshave put in place and implementedall of the sixteen proceduraldocuments that comprise the QualityFramework management file. Thementors’ witness statements beartestimony to the excellent service thatis being provided to childrenattending each of these schools.

Schools that have gone on toachieve higher awards, and thosethat are working to achieve theseduring the summer term, havedemonstrated that they are providinga valuable educational activity, withclear records of pupils’ progress andan awareness of how their service issupporting the mainstreameducational achievements of thechildren attending the school. AtContinYou, we are working hard toensure that mainstream educationalestablishments are aware of the workof supplementary schools and thepositive contribution they make tomany educational agendas, includingcommunity cohesion in schools,extended services and, of course,Every Child Matters.

Support from mentorsThe Quality Framework is supportedby mentors drawn from localauthority children’s services and fromchildren and young people teamswithin voluntary and communitysector infrastructure organisations(often known as councils for voluntaryservice – CVSs). Supportingsupplementary schools through theQuality Framework means extra

hours of work in the evenings and atweekends. We’d like to offer ourthanks to all those who are acting asmentors, on behalf of the supplementaryschools they are helping.

As a result of the increasingdemand for mentors, we have metwith the Specialist Schools andAcademies Trust, which will becontacting language teachersthroughout England and invitingthem to become mentors. Thisshould lead to an increase in thenumbers of mentors available tosupplementary schools. If you need amentor, please contact your RegionalAdviser, who will be able to put youin touch with one.

Support on our websiteOver the past twelve months, wehave been listening to schools, to findout what their needs are in relation tothe Quality Framework. In January,ContinYou relaunched its website(www.continyou.org.uk). There are anumber of new features which willbenefit supplementary schools. Theseinclude more guidance documentsand examples of policies andprocedures that schools candownload and adapt according totheir own needs. In December andJanuary, there were 139 visits to theQuality Framework pages of thewebsite. In February and March, thisrose to 745. So it looks as though weare providing you with the resourcesyou need – we certainly hope so!

When we visit schools and localauthorities, we often pick up goodpractice which we want to share withother schools. Over the comingmonths you will see more examplesbeing added to the website, andwe’re aiming to make it a realresource for any supplementaryschool. For example, Bristol localauthority has given us copies of itspolicies, which include a useful datainformation sharing agreement. TheGreek School of Coventry has sent in

its comprehensive fire safetyprocedures. Both sets of materials arenow available online for NRCmembers.

Quality Framework update

Celebration of theachievements ofLeeds supplementaryschoolsIn April 2010, a QualityFramework awards ceremony istaking place to celebrate theachievements of ninesupplementary schools in Leedsthat have gained a nationalQuality Framework award. Theseschools are:• the Al Falah Centre• the Al Hassan Education Centre• Arabic Evening Classes• Community Leeds After-School

Study Support• EXCEL at Nigerian Community

Leeds• the Leeds Community

Mandarin Chinese School • Leeds Muslim College• the Leeds Somali Centre.

The event will also give theschools the opportunity to sharetheir experience with others, andwill offer everyone attending thechance to network and to learnmore about the QualityFramework scheme.

Rehana Minhas, Director forEquality and Entitlement atEducation Leeds commented:‘Well done! The feedback has been very positive. The QualityFramework is crucial in helpingsupplementary schools to self-evaluate and to improvecontinuously.’ For further details, contact WesleyWu, Regional Strategic Adviser,ContinYou, on 07817 585081.

During the last year, more than 90 schools have obtained a Quality Framework award, bringing thetotal number of supplementary schools to have achieved an award to 127. Of these, 36 have gone onto complete an award at Silver or Gold level and we now have our first cohort of schools aiming forthe Special Distinction Award.

resources † know-how † finances † funding † …...Bullet nthe Summer 2010 The National Resource Centre for Supplementary Education Issue 15 resources † know-how † finances

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