Supplementary Schooling Mohamed Elhaddad Headteacher of the Libyan Islamic Bristol Supplementary School PhD Researcher at University of the West of England.

Supplementary Schooling

Mohamed ElhaddadHeadteacher of the

Libyan Islamic Bristol Supplementary SchoolPhD Researcher at University of the West of England

[email protected]

What are Supplementary Schools?

1. Who are they?

2. Why SSs were set up?

3. When was the 1st SS established?

4. What are the purposes?

5. Where are they based?

6. How many are they in the UK? 7. What do they do? 8. How are they funded?

“Educational experiences do not leave people as they were” (Pring, 2004).

• Children,

• Mainstream Schools,

• Parents,

• Society,

Acknowledgement of SSs

“Supplementary education complements much of what is being done within the mainstream and should play a full role alongside it…”

Lord Andrew Adonis, 2007

“We are clear that supplementary schools have added to the educational experience of a significant number of young people and have contributed to the year-on-year improvement in attainment of Minority Ethnic groups.” Manchester City Council Report, 2006

UK Governmental Policies• Education Act 2002 CH32 Part3, “made it easier for

school governing bodies to provide facilities and services that benefit pupils, families and the local community directly”.

• Every Child Matter “partnerships between MSs & SSs should become more important in the moves to ensure pupils can Enjoy and Achieve; and Make a Positive Contribution” (Meer 2007).

• Ofsted “SSs can impact on YP’s achievement & participation, its Framework for Inspecting Schools (2003) requires inspectors to assess how well a MS works in partnership with parents and local communities including SSs” (Rosen 2006).

Children working hard to reach “ THE TOP ”

BCC's survey of SSs outcomes

• 8 out of 10 pupils felt SSs helped them with their MSs work.

• 83% of children completed their homework on time (compared to 37% previously)

• MSs confirmed that discipline- respect for teachers and classrooms have been increasing.

• SSs’ parental involvement in MSs increased from 17% to 93%

• While Bristol’s GCSE results remain very low across the board, the results of BME pupils have increased.

Summary• Time spent at SSs can be a very significant

factor in a young person's life, thus, SSs should be understood, valued, and acknowledged as key partners in the education system.

• SSs play a vital role to enhance the B&ME YP’s attainments that contribute to the political, economical and social contexts of our society, and help them to claim employments ladder.

Future work• More attention to Children who are nationals

of other EU and EEA states. • My PhD Research is about the contribution of

SSs that enhance the attainments of B&ME YP.• Methodology, 3 case studies and a survey of 4

sets of questionnaires.• Approach, Telling a story (Stake, 1995)• Bristol Legacy Commission funded the 1st

year’s tuition and now seeking fund.