teacher training research • evidence bullet n the...bullet nthe summer 2007 the national resource...

Bullet nSummer 2007the

The National Resource Centre for Supplementary Education

teacher training research • evidence

funding • training courses • useful resources

Issue 6

Passport to the community

Initial Teacher Education (ITE)students value opportunities to meetand collaborate with teachers andparents at community languageschools, and are keen to developfurther links with differentcommunities. This, according to anew report The Role of CommunityGroups and Community LanguageSchools in Initial Teacher Education(ITE) published by researchers atMiddlesex University. Among its keyrecommendations, it calls on ITEproviders and mainstream schools tofoster positive attitudes towardsEnglish as an Additional Language(EAL) learners and minority ethnic

pupils in order to combat the lowexpectations that continue tosurround this group of young people.

Leena Robertson, PrincipalResearcher at Middlesex University,who undertook the research projecton behalf of the Multiverse onlineeducational resource, says theresearch shows an ongoing need tobuild connections between differentlinguistic and ethnic minoritycommunities and mainstreamschools: ‘It's a process highlighted innumerous governmental reports overmany decades. While some progresshas been made much more needs tobe done.’

Uniquely, the project encouragedITE students to attend communitylanguage schools (CLS) as part of arequirement to gain training insettings other than schools. Whilesimilar pilot projects had seenstudents take placements inmuseums, libraries and archives (seeWhitten and Kennedy, 2005), this wasthe first of its kind to use communitylanguage schools to satisfy thisrequirement.

Project explorationsThe research set out to to identifywhether community language schools could be viewed as valuabledomains for learning for students, ITEproviders and research communities.

ITE students’ understanding ofdifferent linguistic, ethnic andcultural groups in mainstreamschools did seem to improve as aresult of taking part and they becamemore aware of pupils’ processes ofbecoming bi/multilingual,bi/multiliterate and bi/multicultural.

The improved links made betweenmainstream schools, communitylanguage schools and ITE providerswere also seen as a way to enhanceITE training, as well as a means toincrease community groups’participation in ITE. Furthermore, theproject itself was seen as anopportunity to develop innovativeways of using school visits in teachertraining.

Trainee teachers gain from time spent in community language schools

Supplementary schools: a world on your doorstep?

The Bulletin is published by

The National Resource Centre for

Supplementary Education,

356 Holloway Road,

London N7 6PA

Tel: 020 7700 8189

Fax: 020 7700 8128

Website:

www.supplementaryeducation.org.uk

For general enquiries please email:

[email protected]

Team members can be contacted

directly:

Paul Morrish, Director:

[email protected]

Yinka Armartey, Supplementary Education

Advisor: [email protected]

Rachel Bond, Supplementary Education

Advisor: [email protected]

The Bulletin is produced by ContinYou, Unit C1, Grovelands Court, Grovelands Estate, Longford Road, Exhall, Coventry CV7 9NE

Tel: 024 7658 8440 Fax: 024 7658 8441Email: [email protected]

Website: www.continyou.org.uk

Edited by Yinka Armartey, designed and desktop published by Tom Sheppard

Printed by Stanley L Hunt (Printers) Ltd

Disclaimer: The views expressed and presented in

The Bulletin are those of the authors and do not

necessarily reflect any view or policy of The National Resource

Centre for Supplementary Education.

You may not distribute, copy or print any part of this

magazine without prior permission.

Editorial Bullet nWelcome to the latest edition of the Bulletin. As you're probablyaware there have been some big changes at the National ResourceCentre. The NRC’s initial task is to develop and support a networkof supplementary education providers across the country; we alsohave a role in ensuring supplementary education is included inthe implementation of extended services. In order to achieve thesetwin goals we've been on a recruitment drive. So we have anumber of new faces at the office on Holloway Road and we havestrengthened our team in other areas of the capital.

In Lewisham, Carole Berry has already signed up four mainstreamschools (two primary, two secondary). Based at DownderryPrimary School, Carole wants to strengthen the sector acrossSouth-east London. Angela Bell will offer support for the team andwork as a regional consultant in West London; Lina Akbar willsupport supplementary schools in South-west London and BalbirBains is our man in South London.

A significant factor in achieving these aims will be our ability tosupport supplementary schools outside London. Many of you inCoventry and the East Midlands will already know Rémi Gonthier.If you work in these areas, then you may have a chance to meethim in the near future as he gets stuck into the delivery of theNRC-accredited training programme for supplementary schoolleaders and rolling out the NRC quality framework to Coventryschools. Rémi tells us he is also looking forward to working withthe Coventry madaris project in partnership with the CoventrySafeguarding Children Board.

Khalid Mahmood has done a significant amount of groundworkfor the NRC since he started at the beginning of the year. Thisincludes launch events in Leicester, Birmingham, Kirklees,Bradford, Leeds, Sheffield and Nottingham to engage withstakeholders. Similar events are planned across the region –starting with an event in Manchester in the coming months.Khalid says the purpose is twofold: ‘First, to make people awarewhat NRC is, and what it intends to do. But also to find out whatour stakeholders think the NRC should be doing to support theirwork. This consultation work will feed into a strategy on engagingwith local authorities and assists in the roll-out of the qualityframework and accredited training.’

In the North-west, Sudip Chatterjee, who joins us from theDiversity and Inclusion Team at Manchester’s Children’s Services,is already working closely with supplementary schools. Sudip isarranging a Manchester Supplementary Schools NetworkAchievement Day event in June. Invitations will be going out toall partners and supporting politicians. He also has a major five-aside football tournament for supplementary schools planned forthe summer.

Increasingly, the Bulletin will feature the excellent work of bothour team and those of you working on the ground. So you canexpect even more resources, in-depth research, useful case studies,advice on funding and good news stories (please keep themcoming in!).

Hope you enjoy,

Yinka Armartey

Bullet n

2 Bulletin Summer 2007

Bulletin Summer 2007 3

Teacher trainingBullet nFour third and final year teacher

training students each visited threecommunity language schools. Allwere training for Key Stage 1 and 2and had successfully completed theirfinal school practice. The researchteam observed the students carryingout a number of predefined tasks andinterviewed them before and aftertheir visits. These interviews, alongwith follow-up discussions with CLSteachers and ITE university tutorsallowed the researchers to:● explore student teachers’

perceptions of linguistic minority and minority ethnic pupils’ learning

● examine how ITE providers can support student teachers in teaching pupils of diverse backgrounds

● examine how bi/multilingual student teachers can develop their bilingualism in mainstream schools and within community groups

● develop ‘a partnership package’ specifying how to develop and manage similar projects, and to offer this to ITE providers and community language schools via the Multiverse website.

Key findingsThe report acknowledged communitygroups as valuable domains forlearning.

ITE students changed their viewsand terminology regarding EALpupils. They began to talk aboutpupils’ bilingualism, rather thanabout EAL or pupils’ ‘lack of English’.Previously their understanding ofbilingualism had been based on adeficit-model, a view constructedwithin and reinforced by mainstreamschools.

In many cases students had placedbilingual pupils in low ability groupsduring their ITE teaching practices.Many bilingual pupils had beenroutinely withdrawn from Englishand maths lessons for additionalliteracy and numeracy support as aresult. The students’ views andpractices had not been successfullychallenged by the university.

Following their participation in theproject, ITE students thought theirability to engage in critical reflectionand evaluation had increased. Before

The report’s recommendations

In view of the current (DfES/TTA, 2002) and new QTS standards (DfES,2006), which are to be implemented in 2007 the report states a need todefine what kinds of evidence and understanding would count as taking‘practical account of diversity’ and promoting ‘equality and inclusion intheir teaching’.

ITE students should develop respect for and understanding of differentand diverse communities in mainstream schools. If attitudes are tochange a shift in students’ own perspective is required. Visiting a CLScould provide invaluable opportunities for shifting students’ perspectives.

The researchers identified an urgent need for ITE providers and schoolsto foster positive attitudes towards EAL learners and minority ethnicpupils, to combat the deficit view and low expectations that continue tosurround many learners in schools.

Furthermore, ITE providers need to support students to develop a moreinclusive perspective of EAL learners and minority ethnic pupils.

Schools and ITE providers lack a common understanding of ‘thecommunity’. To meet the government’s aim to engender successfulcollaboration between mainstream schools and their communities, suchterms need to be defined.

There is an ongoing need for linguistic minorities and minority ethniccommunities to be included within the extended schools agenda.

the project, the students’ funds ofknowledge had included a wealth oftheir own personal experiences whichhad the potential to challengemarginalising practices. However, thestudents had viewed schoolsoperating under a specific school-based system of rules andrequirements, all of which had to bekept separate from the life outsideschools and from ethicalconsiderations.

Voyage to anotherculture

One interesting issue raised in thereport is how various participantsheld different notions of what ismeant by ‘the community’. Students,CLS teachers, university tutors andmainstream school teachers allexpressed unique viewpoints. For thestudents, the commonly-held notionwas that of a heterogeneouspopulation living in the samegeographical area. This was generally

viewed as a positive thing, as shownby a comment by one of thestudents:

‘It was nice to go to these areasbecause they have kind of adopted,or they have brought their ownhome culture to our country. So youdon’t even have to go on a plane toexperience these different types ofcountries. We’ve got them in ourback garden.’

In contrast, CLS teachers used ‘thecommunity’ to describe a narrowersection of the population, defined bya shared ethnicity and language.Building a universally accepteddefinition was seen as a majorchallenge.

To download a full version of thereport visit:www.multiverse.ac.uk/viewArticle2.aspx?contentId=13101Multiverse is an online resourcefocusing on the educationalachievement of pupils from diversebackgrounds.

Good practiceBullet n

Whitefriars has a number of initiativessupporting home-school partnerships,including an established programmeof Learning and Skills Council-fundedfamily learning and year groupsessions to explain the ways in whichparents can effectively support theirchildren’s class work.

The school is committed toworking with parents/carers in orderto support children most in dangerof underachievement and socialexclusion. The development of a newchildren’s centre on site has alsodemanded consultation with parentsto ensure the community gets themost from this facility. As part of thisprocess, Whitefriars’ head teacher,Lynne Pritchard, has already beguninformal meetings with a group ofSomali mothers, both to exploreparents/carers’ concerns and explainthe school’s procedures. Further linkshave been established with theEthnic Minority Achievement Service(EMAS) and the Somali Cultural andEducational Association (SCEA) whichruns a well-attended supplementaryschool in Wealdstone.

In line with Harrow’s extendedschools policy, the local authority isexploring how to maximise the useof schools’ facilities and resourcesthrough the development of out-of-school-hours learning opportunitiestogether with supplementary schools.

The personal touchIt was decided to target Somalipupils in years 2 and 3 who wereexperiencing difficulties with peerrelationships; these difficulties weremanifested in aggressive playgroundbehaviour. Many of these children,mostly boys, were already receivingsupport from Abdi Bedi, an EMASteaching assistant. The EthnicMinority Achievement Grant co-ordinator was consulted about thepupils with greatest needs.

The school sent letters and flyershome informing families of the studysupport programme and followedthis up through word-of-mouth.However, the active recruitment ofchildren for the sessions by Somaliteachers, by reminding parents onthe playground, had a significantimpact on the high numbersattending. Although Years 2 and 3were targeted, pupils from years 1–7attended.

The project’s steering committeedesigned a carousel of activities toimprove literacy and numeracy. Mostof the tasks involved co-operativeworking. Children could choose froma range of activities andparents/carers could stay and join inif they wished. For many parents thisapproach was very different fromwhat they were used to. Themethods used in the supplementaryschool are more formal, so it was alearning experience for both Somaliparents/carers and teachers.

The programme took place oneand a half hours directly after schoolfor half a term. After each session,teachers met to evaluate and decide

future planning. The overallprogramme was monitored by thestudy support project manager.

More like a homeAll the children thoroughly enjoyedthe sessions and were upset if theywere unable to attend the followingweek. Many parents/carers stayed onfor the sessions and most joined inwith their children, though somewanted to do the activities on theirown and found them interesting andrelaxing. Their perceptions ofteaching methodology changed:they felt that school had becomemore like a home.

One of the SCEA teachers pointedout that many Somali homes areimpoverished and this was the reasonwhy some children found it hard tosettle and choose an activity. Therewas so much choice and it lookedsuch fun that they wanted to exploreeverything. Some parents/carers hadnot understood the importance oftoys in educational development;they asked where some of the toyscould be bought. They wanted tocontribute by bringing food for after-school snacks and by helping to clearup with their children.

Mainstream teachers noticed thatcertain children who had poor levelsof concentration and short attentionspans in class became more focusedwhen there was an adult present togive support. Many of the childrenenjoyed having male teachersaround. Some of the children causingconcern in class were more co-operative with Somali teachers andmore contact was made in somecases. For example, one childengaged directly with a teacher fromthe SCEA, whereas he would notusually look directly at a teacher fromWhitefriars.

The sessions worked best whenfewer children attended and wherethe age range was limited. This had

Whitefriars First and Middle School in the London Borough of Harrow, has been working with the SomaliCultural and Educational Association to provide after-school support to Year 2 and 3 Somali pupils. JackieVaz, Whitefriars’ Study Support Project Manager tells Bulletin about this successful initiative.

The school that feels like home


Bullet nGood practice

been the original intention, but theoverwhelming response meant thiswas not always possible. Arrangementshad to be made for large familieswhere the parents/carers could notmanage the practicalities of takingsome of their children home andthen return to school in order to pickup the one child who had stayed on.It was felt that future programmesshould incorporate crèche facilitiesand that the children’s centre couldbe used as a focus forintergenerational and parallel age-related activities. There is clearly aneed for more activities to engageparents.

More for parentsParents/carers benefited from taskswhich they could do themselves andthis helped them develop a morepositive attitude to working withtheir children.

The professionals present at thefinal evaluation meeting agreed thatthey should be working towardsdelivering programmes that integrateall communities and this was a firststep approach towards achieving thisend. However, where there areparticular needs these are bestaddressed through a targeted studysupport activity.

Children also spoke about whatthey thought of the programme.They said they liked: having a choiceof activities that were fun; theirparents being present; working with

their school teachers as well as theSomali teachers.

All parents/carers and children saidthey wanted more such programmes.Several parents/carers stronglyemphasised the need for regularstudy support in order to raise theirown awareness and their children’sachievement levels.

Going forwardThe schools will continue to gatherevidence; for example, to see if thereare improvements in childrentargeted for difficult behaviour. Atraining programme forsupplementary school staff is to beintroduced and run by EMAS, takinginto account key points from theevaluation.

Schools will look at the possibilitiesfor further study supportprogrammes, as it is clear thatchildren need a pleasantenvironment in which to play. Theintroduction of structured play meantthey are learning to work co-operatively, so the school wants tointroduce ‘Stay and Play’ sessions.

Increased numbers of parents wantto do voluntary work in the school;previously, Somali parents/carershave not been used to volunteeringin mainstream schools.

It is hoped more parents will jointhe LSC family learning intensiveprogramme to be run in the springterm and the school will activelyrecruit from the Somali group who

attended the pilot. Opportunities forother adult learning will also beinvestigated: for instance, some role-play for parents/carers, an unfamiliaractivity to the Somali community,but one that could be beneficial.

The project video will definitely beshown at training sessions and someparents may be willing to contributeto family learning and study supportworkshops for practitioners.

The pilot has raised importantconsiderations for the monitoringand evaluation of study support andwill form part of this year’s focus ondeveloping effective systems acrossthe borough. The outcomes will beshared through training and will be afocus of the study support launch inthe summer term. Outcomes will alsoinform future bid writing.

There are already community/localauthority partnership Big Lottery bidsunder consideration, which relate toextended school activities. However,if projects like this are to beexpanded across Harrow there needsto be more focused funding.

For the full report email Jackie VazStudy Support Project Manager/FLLNAdvisor at [email protected]

● To pilot a joint supplementary/mainstream study support programme.

● To capitalise on mainstream schools’ high-quality facilities and resources.

● To plan and deliver the programme with teachers from the Somali Cultural and Educational School and Whitefriars First and Middle School working in partnership.

● To share expertise and understanding between the two schools’ sectors and thus develop improved working practices for both.

● To improve pupil attitudes and therefore their achievement.

● To develop parents/carers’ understanding of the curriculum and increase parental involvement by engaging more parents/carers in the life of the school.

● To recruit for future family learning sessions.

● To evaluate the effect on pupil engagement of employing Somali teachers.

Key aims of the project

Involving parents in their children’slearning is a top priority at Whitefriarsschool.


School newsBullet n

We were able to set up our project toengage Tamil families at DownderrySchool because of the support fromthe head teacher and staff.

Initially, I asked three schools toprovide printouts of the differentcultures in their schools to find outwhich had a large number of TamilFamilies. I wrote a letter to all thefamilies in both English and Tamilinviting them for tea. Siva Pillai, theIT lecturer at Downderry helpedtranslate the letter. At the firstmeeting we gave them aquestionnaire asking them whatcourses they would like to do.

The parents worked towardsgaining their first certificate in CLAiT(computer literacy and informationtechnology). Classes ran from8.30–10.30 with a crèche available.Families who did not have acomputer at home were able toborrow a laptop from the school.Siva’s input greatly assisted in thisphase of the project.

Language skillsThe next phase was to start an after-school club for children to learn theTamil language, running on Friday

afternoons. This soon led to anotherdevelopment. Many of the parentswait at the school gates to pick uptheir children and chat to the staff.They obviously want to improve theirEnglish, so we set up a six week BasicEnglish course. Some parents havenow moved into further Englishcourses at college.

We also hold numeracy and literacyworkshops called ‘Keeping up withthe children’; giving parents skills tohelp their children with homework,along with some information aboutStandard Attainment Tests (SATs).

Taking time for Tamil

‘numeracy andliteracy

workshops giveparents the

skills they needto help theirchildren withhomework...’

Marina Shaftoe, outreachworker for Connecting Parentsof Lewisham CommunityEducation, explains how sheencouraged Tamil parents tobecome more involved in thelife of their children’s schools.

QiSS national study support programmeA series of free seminars run by QiSS and supported by ContinYou as part of the DfES national Study Support QualityDevelopment Programme. These seminars will cover a range of subjects including the Self Review document, theContinYou Audit, Development Collaboratives and Leading Aspect Schools.

● North West Region Seminar: 30th April 2007 Pleckgate City Learning Centre, Blackburn● Eastern Region Seminar 8th June 2007 Novotel Hotel, Stevenage ● Yorkshire & Humberside Region Seminar: 12th June 2007 Meadowhall, Sheffield (to be confirmed)

For details on how to book your place visit the Quality in Study Support website:www.canterbury.ac.uk/education/departments/professional-development/centres/quality-in-study-support/index.asp

Community languages:Developing practice for the 21st century Thursday 5 July 2007 NSPCC Centre, Leicester


Play makes learninglight workWe asked the parents if there wasany other course they would like tosee in the school. Favourites were acourse in icing celebration cakes,crafts, an exercise class for adults,Yoga, swimming and craft classes.

As a result, we introduced a sixweek course on ‘Learning throughplay’, attended by parents andchildren. Siva and I created aworkbook together and each weekwe made educational games andprops to go with the book. Theparents received a certificate oncompletion of the course. Parents ofchildren in Year 5 and 6 were invitedto a meeting regarding secondaryschool transition, to explain theprocedure and form filling required.

This year some parents are ready totake their spreadsheet exam and weare now helping parents practiseanswering the Citizenship testquestions and are helping them todevelop their IT skills.

Downderry School’s new headteacher Peter Bailey, continues tosupport the project. He can see howinvolving the Tamil parents in schoolhas had a very positive effect. Theparents approach teachers now ifthey have any problems and theyvolunteer help to the school.

Remember this is your Bulletin.If you have any suggestions,articles or letters, email theteam: [email protected]

The Languages Trends survey (CiLT, 2005) highlighted the changinglinguistic map of the UK, with more than 300 languages now in use andtheir geographical spread increasing, along with generational shiftsamong long-established communities.

The extent and quality of community languages education for bothchildren and adults is key if we are to maximise the intellectual,personal, cultural and economic benefits that bi- and multi-lingualismcan bring, both for the individuals and wider society. Positivelyplurilingual (CiLT, 2006) was published to highlight these benefits and asecond national conference will take place this year to support peopleworking in the community languages education field to make ouraspirations a reality.

The conference offers a wide programme of sessions, featuring strategicdevelopment issues for managers and teachers; continuing professionaldevelopment; and practical advice. Classroom teachers, whetherworking in primary, secondary or adult education, in mainstream orsupplementary/complementary contexts, can choose from highlypractical and interactive workshops in the Teacher CPD strand. Trainingmaterials used in the sessions are provided in a take-home pack fordissemination to colleagues. The advice centre strand gives theopportunity to ask questions on topics such as:● gaining Qualified Teacher Status● working towards the Quality Framework Award for Supplementary

Schools● embedding community languages in Specialist School community

bids/programmes● becoming an Asset Languages centre.

The conference is hosted by CiLT, the National Centre for Languages incollaboration with Comenius East Midlands and with support from theTraining and Development Agency (TDA) and the Specialist Schoolsand Academies Trust (SSAT).

Children from Downderry enjoy a dayout at BBC’s Big Toe Radio Show

For more information contact CiLT conferences on: 020 7379 5101 ext.287 or email [email protected]


The Manchester SupplementarySchools Network (MSSN) forumrepresents 32 schools andcommunities originating from theMediterranean, Eastern Europe,Eurasia, North Africa, Sub-SaharanAfrica, the Indian sub-continent andthe Caribbean. The schools alsorepresent different faith groupsincluding Islamic, Christian, GreekOrthodox, Hindi, Sikh and Buddhist.

Each week approximately 8,000minority ethnic children attendnearly 60 supplementary schools inthe city. Most are pupils atManchester mainstream schools,however, well over a quarter of thechildren come from local authoritiesin the surrounding region. Forexample, children from as far awayas Liverpool attend Manchester’sChinese supplementary schools.There are also approximately 400

volunteer teachers involved withthese schools.

All the schools contribute to theirpupils acquiring extra GCSE andGCE (A/AS level) qualifications incommunity languages. Thelanguages offered to this level in theschools are Bengali, Farsi, Arabic,Urdu, Polish and Chinese (Libyanand Ukrainian are offered through anon-UK exam system). There arecurrently two supplementaryschools that have exam centrestatus and are able to conductexams for EDEXCEL.

Tracking attainmentIn 2002 Manchester’s Inclusion andDiversity team started to track pupilattainment. We have encounteredsome challenges, though. Forexample, the team is dependent ondata provided by supplementaryschools and in many cases differentways of spelling names meant it wassometimes difficult to match therecord of a pupil attending asupplementary school with a recordheld centrally by the EducationManagement System. In spite of thischallenge, though, the trackingindicates that the attainment ofpupils attending supplementaryschool rises, on average, by onenational curriculum level annually.These findings are reinforced byinitiatives such as City AcademyBristol’s Mainstream SupplementarySupport Project (Spring Bulletin 2006)and the action research projectfocusing on raising achievementamong KS2 Bangladeshi children in

Small Heath, Birmingham (SpringBulletin 2006).

The 2005 results at Key Stages 2, 3and 4 demonstrate that theattainment of pupils attendingsupplementary schools comparesvery well with that of some ofManchester's key minority ethnicgroups, including Chinese heritagepupils who are traditionally one ofthe authority's highest attaininggroups. The numbers of Manchesterpupils who have been recorded asattending a supplementary schoolare fairly small (particularly at Key

Sudip Chatterjee and Pinaki Ghoshal from Manchester Children’s Services Diversity and InclusionTeam offer further evidence of supplementary schools’ effectiveness in raising attainment.

The numbers game

In order to to aid the analysisprocess more effectively, a national

level approach is required.

EvidenceBullet n

Bullet nEvidence


Group Number of pupils English Maths Science

All pupils 5102 70.8% 69.8% 80.8%

Bangladeshi heritage 79 73.4% 73.4% 84.8%

Pakistani heritage 514 73% 70.6% 82.3%

Black-Caribbean 139 74.8% 61.9% 77.9%

Chinese heritage 29 75.9% 86.2% 79.3%

BME pupils at supplementary schools

61 86.9% 78.7% 88.5%

Table 1: The attainment of pupils at the end of Key Stage 2(Percentage of pupils attaining at least Level 4 (the expected level ofattainment for 11 year old pupils).

Table 2: The attainment of pupils at the end of Key Stage 3 (percentageof pupils attaining at least Level 5 (the expected level of attainment for14 year old pupils).

Table 3: The attainment of pupils at the end of Key Stage 4 (averageGCSE point score).

Group Number of pupils English Maths Science

All pupils 4925 57.1% 59% 49.4%

Bangladeshi heritage 66 59.7% 66.2% 47%

Pakistani heritage 478 64.8% 61.5% 51.3%

Black-Caribbean 146 62.3% 56.7% 42.8%

Chinese heritage 41 71.4% 90.9% 61%


27 74.1% 74.1% 53.6%

Group Number of pupilsAverage GCSE

point score Average score capped

to best eight

All pupils 4649 29.50 24.97

Bangladeshi heritage 61 29.31 29.65

Pakistani heritage 434 24.24 29.26

Black-Caribbean 173 27.21 25.57

Chinese heritage 33 33.69 31.37


14 34.67 28.16

Stage 4) and additional work isneeded in order to make thisdatabase more robust. However, asthe tables opposite indicate, it is clearthat supplementary schools havemade an important contribution tothe raised attainment figures for allminority ethnic pupils in ourmainstream schools.

The rate of progress has beengreater than the city average andavailable national data indicate that,in general, key groups in Manchesterattain at or above the national levelof attainment for these groups. Thisimprovement has taken place as aresult of a number of actions.Community involvement and apartnership approach has been a keystrategy and our work withsupplementary schools has been atthe heart of this.

Future focusThere is a need to further build thecapacity of the individual schools inorder to access funding, acquireappropriate premises and encouragemore vulnerable and isolatedcommunities to become part of thenetwork. This will require a concertedeffort and joined-up working tomaintain and deliver the necessaryservice.

There is also a need to workcollaboratively with national agenciessuch as the DfES, the Family FisherTrust and the National ResourceCentre for Supplementary Educationto be able to access pupil attainmentdata to aid the analysis process moreeffectively. This has been an almostinsurmountable problem in thisproject. Up to now, analysis has hadto be on a limited scale, workingmainly with attainment data specificto Manchester schools. It is stronglyrecommended that a national levelapproach is required.

Sudip Chatterjee, SupplementarySchools Support – Diversity andInclusion Team and Pinaki Ghoshal,formerly Assistant Chief EducationOfficer (Individual Pupil Services),Manchester Children’s Services. To find out more contact Sudip [email protected].

Who’s who?


Bullet n

Who’swho intheNRC?With a flurry of new appointments, theNational Resource Centre is gearing up tobecome a truly national organisation. Tosave you scratching your head, wonderingwho you should contact aboutsupplementary schools in your area, here’s aquick guide to the new-look NRC.

My key responsibilities:● giving supplementary schools a

national voice – representing the interests of supplementary education providers nationally and regionally, and making the case for funding and support to politicians and other decision makers

● raising standards – ensuring the NRC develops the sector in terms of the quality of what it does, and the publicity it receives for success

● seeking and exploiting opportunities for supplementary education providers to build on work being done in other areas of education and social policy

● developing the national network ofsupplementary schools, and helping members of the network tokeep in contact with, and learn from, one another

● leading the NRC and ensuring that staff are well trained and able to deliver our priorities

● building a sustainable future for theNRC.

Director, National Resource Centre

‘My main focus over the past monthshas been securing the fundingrequired to set up the NRC, the firstnational organisation dedicated tosupporting supplementary education,and clarifying our core goals andobjectives. It’s been a busy time;recruiting staff to the team, andmeeting as many supplementaryschool leaders as possible.

‘I’ve also been involved indeveloping some other reallyinteresting projects that the NRC willbe delivering over the comingmonths, including a programme inEaling with funding from theNeighbourhood Renewal Fund, somework nationally on safeguardingchildren, a review of the DfES‘sAiming High project, and apioneering project in Lewishamhelping mainstream andsupplementary schools to collaboratemore effectively.

‘There’s much, much more in thepipeline over the coming months.Further recruitment; developing thenetwork and our membershipprogramme; close work with theDfES and with other key partners;development of other new projectsin London and regionally; work onfunding; and developingcampaigning strategies on key issuesfor the sector across England. Itpromises to be an exciting time foreveryone involved.’

Paul Morrish

Hollow

ayRoad

Tollin

gton Road

Camden

Road

Yinka Armartey

Rachel Bond

Maria Topffer


Bullet nWho’s who?

Supplementary education advisor

My key responsibilities:● co-ordinating the national roll-out

of the Quality Framework● co-ordinating the publication of

Bulletin, NRC’s key termly magazine ● revising the Start-up Guide, NRC’s

key resource for emerging supplementary schools

● delivering training to supplementary schools.

Contact me if…You’re from a supplementary school,mainstream school or local authorityand want to showcase good practiceof teaching, partnerships and/orsupport; or if you’re from asupplementary school or localauthority and want to participate inthe Quality Framework.And of course, as the editor ofBulletin I’m always happy to hearabout your experiences in runningand maintaining supplementaryschools.

Based at the NationalResource Centre head officein North London



Park

hurst

Road

Holloway RoadTube Station

Supplementary education advisor

My key responsibilities:● co-ordinating ‘Effective

management skills insupplementary schools’ NRC’s new accredited programme (aimed at managers, co-ordinators, trustees)

● co-ordinating NRC’s new train-the-trainer course to enable more trainers to tutor the above programme in their area

● co-ordinating NRC’s termly open training programme

● co-ordinating the NRC annual conference.

Contact me if…You have any questions concerningNRC's new accredited trainingprogramme and the train-the-trainercourse. If supplementaryschools/local authorities/othervoluntary organisations have anyquestions concerning NRC’s termlyopen programme – I’ll welcome yourfeedback and suggestions for futuretraining sessions. Also, contact me fordetails of our conference to be heldlater this year.

Administration & project support

My key responsibilities:● first point of contact for all general

enquiries regarding supplementary education and the work of the NRC

● administering NRC training programmes and events, including the annual conference

● managing the database, keeping contacts informed of updates

● supporting the work of the NRC team.

Contact me if…You need general information aboutsupplementary education and theNRC. If you would like to ordermaterial from us, book a place on atraining course or would like to be onour mailing list.

Where to find us:356 Holloway Road, London N7


Who’s who?Bullet n

London andthe South-east

Lina Akbar

West London (acting nationallyfor the Quality Framework andaccredited training)

Carole Berry

London Borough of Lewisham

Angela Bell

Hillingdon, Hounslow, Richmond,Wandsworth, Merton, Sutton,Croydon, Lambeth, Kingston.

Balbir Singh Bains

Regional strategic advisor

My key responsibilities:● to be a point of contact for

supplementary schools and raise theNRC’s profile in the region

● build networks and support infrastructure

● seek opportunities to undertake commissioned work – research, evaluation, policy development, network/forum development

● provide information and data to the NRC on supplementary education.

Contact me if…You are aware of any supplementaryschools in the SW London area orwould like to discuss key issues.

NRC consultant

My key responsibilities:● working with colleagues to develop,

co-ordinate and share good practice in partnerships between supplementary and mainstream schools

● supporting the development of the Quality Framework

● supporting the development of the accredited training.

Contact me if…You work with supplementary schoolsin West London and would like adviceand support from the NRC.

Supplementary schoolsdevelopment co-ordinator

My key responsibilities:● to create bespoke learning schemes

supporting students’ learning● increase parental involvement of

BME communities in targeted schools● design and deliver adult learning

programmes● establish a project advisory group,

student panel and supplementary schools forum

● agree an anti-racist and anti-discrimination workplan.

Contact me if…You want to know more about any ofthe projects I'm involved in.


My key responsibilities:● to develop an accurate picture of

supplementary education provision in the region

● identify, develop and lead on specific project opportunities

● support the roll-out of the Code of Practice and Quality Framework

● contribute to and deliver NRC training programmes

● promote the work of the NRC.

Contact me if…You’re an LA lead officer, supplementaryschools co-ordinator, local councilloror member of a faith community. I’mkeen to talk to you all.

South London

Coventry and EastMidlands


Midlands andNorth England

Sudip Chatterjee

East Midlands, West Midlands,Yorkshire andHumberside, NorthEast, North West


My key responsibilities:● to provide a regional voice for the

NRC and ensure local issues are fed back to Ministers, the DfES and DCLG; provide information and resources to elected members

● co-ordinate regional development and strategy meetings and provide support to local authority or voluntary and community sector consortia co-ordinators

● develop project opportunities; research and evaluation; and innovative delivery solutions

Khalid Mahmood

Greater Manchester

Rémi Gonthier

Regional development manager

My key responsibilities:● to implement a regional strategy on

supplementary education● develop a network of

supplementary schools co-ordinators across the region

● promote the Quality Framework, accredited training and other programmes

● support and supervise a team of regional strategic advisors.

Contact me if…You’re based in the Midlands or theNorth and want to know about theNRC. I’d like to engage all stake-holders: local authorities, mainstreamand supplementary schools, parentsand other associated organisations.

● work with colleagues to enhance the overall strategic direction of supplementary education

● produce progress reports, generate case studies and support a robust network of media-friendly and capable supplementary school leaders.

Contact me if…You work in a supplementary schoolin the area and need advice andsupport; if you’re a local funder ortraining provider. I’m also seekingtangible support from the DfES andnational bodies to add strength andcredibility to our campaign.

Supplementary schoolsdevelopment co-ordinator

My key responsibilities:● to raise the profile and support the

development of supplementary education in Coventry

● develop partnerships between supplementary schools and mainstream schools in the city

● work with the regional development manager to promote the work of the NRC and supplementary education across the East Midlands

● liase with key educational stake-holders across the East Midlands.

Contact me if…You want to find out more about theCoventry supplementary schoolsproject and about supplementaryeducation in Coventry, or if you wantinformation on community languagesand language learning and teaching.Also, if you are involved or would liketo be involved in supplementaryeducation in Coventry or the EastMidlands.

Bullet nWho’s who?


News and views Bullet n

Using mainstream school premises isoften ideal for supplementaryschools, allowing access to resourcessuch as interactive whiteboards anda wider range of text books. But, aswe’ve found in Hackney, thisrelationship also benefits mainstreamschools:● it can help to meet their extended

services duties● it reduces the running costs

involved with opening premises outside school hours, as these can be shared

● information about individual pupils that might affectachievement can also be shared.

Aneurin Wood, Supplementary Schools Co-ordinator at The Learning Trust in Hackney explains howmainstream and supplementary schools in the borough are working together.

The Learning Trust is currentlyundertaking research into the extentthat attending supplementary schoolaffects young people’s achievement.The research involves analysing pupildata and surveys and interviews withboth parents and students. Theproject is looking at achievementrather than attainment, as we areaware from countless parentaltestimonials that attendingsupplementary school has a positiveimpact on a young person’ssocial/personal development as wellas their academic attainment.

If the project finds attendance at asupplementary school positivelyaffects a young person’sachievement, as expected, theevidence base will be a useful tool ininitiating discussions about establishinglinks between mainstream andsupplementary schools.

The results of the research project areexpected in September 2007 and wewill keep the National Resource Unitup to date on our findings.

Hackney sees benefits of doubling up

The Learning Trust is a not-for-profit company that has beencontracted to manage educationservices in Hackney on behalf ofHackney Council. Its latest projectis to build and strengthen existinglinks between the supplementaryand mainstream sector.

The Learning Trust supports ninesupplementary schools, givingfunding, advice and guidance. Ofthese schools, three currently usethe premises of mainstream schoolsand a further two will follow suitshortly.

All supplementary schoolssupported by the Trust requireteaching staff to have a teachingqualification and all teaching andnon-teaching staff have a full andup-to-date CRB check.

Sharing space with mainstreamschools opens up space and resources

News and views Bullet n


Comic Relief – Red Nose Day UKGrants Programmes 2005–2008Supplementary schools can apply forthe Disadvantaged Communitiesgrants programme. The Small Grants(up to £5,000) scheme is open toorganisations with a turnover ofunder £150,000 per year, but doesnot fund activities promotingreligion. There is no deadline for theSmall Grants scheme. Contact: Comic Relief, 5th Floor, 89 AlbertEmbankment, London SE1 7TPTel: 020 7820 5555Fax: 020 7820 5500Email: [email protected]

The Abbey National TrustPrimarily supports projects involvingeducation and training, financialadvice, local regeneration andcommunity partnerships.Community Partnership Group areas,including Camden and MiltonKeynes, are favoured. Grants of upto £20,000 are available, thoughprojects outside CommunityPartnership Group Areas are limitedto £2,500. Visit their website:www.aboutabbey.com for details onhow to apply.

Big Lottery – Reaching CommunitiesLargely aimed at voluntary andcommunity organisations, this newprogramme will fund salaries. Visit:www.biglotteryfund.org.uk

Big Lottery – Awards for AllSmall grants programme suitable forsmall organisations, there are nodeadlines for applications.Tel: 0845 600 2040Website: www.awardsforall.org.uk

Funding news in briefThe Yapp Charitable Trust This trust has previously fundedsupplementary schools. You must bea registered charity in order to apply,operating for at least three years.Trustees meet three times a year toconsider applications. The next twodates are: 26 May 2007 and30 September 2007.Write to Margaret Thompson at:47A Paris Road, Scholes, HolmfirthHD9 1SYEmail:[email protected]: 014 8468 3403Web: www.yappcharitabletrust.org.uk

Trust for London Open ProgrammeThis London-based fund aims tochallenge discrimination faced bydisabled people; promote theinclusion of recently establishedcommunities; and supportsupplementary schools providingcreative educational opportunities.To view their latest guidelines visit:www.trustforlondon.org.uk Tel: 020 7606 6145Fax: 020 7600 1866Email: [email protected] Website: www.trustforlondon.org.uk

Shine TrustSupports educational projects forchildren and young people from themost disadvantaged parts of Londonand Manchester. Grants of around£20,000 cover start up-costs, corecosts, pilot and development orreplication projects. Write to:1 Cheam Road, Ewell Village, SurreyKT17 1SPTel: 020 8393 1880.Email: [email protected]: www.shinetrust.org.uk

StockportsuccessStockport’s Black and Minority Ethniccommunities have scooped a muchsought-after RENEW LearningExemplar award for their Children’sFund Project. The communitydevelopment project, developed withsupport from Stockport Council,gained the Learning Exemplar for theNorthwest Award at a ceremony inWarrington.

The project involved joint workingbetween Asian Muslim, African,Caribbean and Chinese groups inStockport, providing cultural identityand awareness classes for children.Judges praised the ‘thoughtful anddetermined approach to workingwith and between differentcommunities, meeting theirindividual needs, resolving conflictsand delivering tangible outcomes.’

RENEW, the Northwest Centre forRegeneration Excellence, wasestablished by the Northwest RegionalDevelopment Agency and GovernmentOffice Northwest. It aims to developskills amongst the region’s regenerationprofessionals.

Fancy a day away at the V&A?The V&A is introducing a new programme of tours, free to supplementaryschools; youth and community organisations and charitable faithorganisations. Tours are available between 10.00–17.45 every day and onFriday until 22.00. To book a tour (two weeks notice required) call 020 79422211 or email [email protected]

Quality Bullet n


Quality initiative steps up a mark

Could your school qualify?Bulletin readers will recall last year'ssuccessful Quality Framework pilot,which resulted in fourteensupplementary schools achieving anaward. The National ResourceCentre has now begun thedevelopment phase, which willinvolve over 100 schools acrossEngland, leading up to March 2008.

The revised framework has anincreased developmental aspect.Schools can take the first step onthe journey to achieving eitherbronze, silver or gold standard bysigning up to the aspirational Codeof Practice for Supplementary Schools.By using the framework as a guide,schools can assess the impact ofactivities, and strengthen their workby taking the opportunity to reflect,review and fine-tune their practice.Criteria for the bronze, silver andgold awards have been agreed andare listed in the panel (right).

Because the framework isvoluntary, peer-assessed and self-regulated, mentors have asignificant role during thedevelopment phase and will supportschools in their local authority areathrough the process. The NRC teamwill be helping mentors throughoutwith a new tailored trainingprogramme and ongoing support.

A further exciting change is theopportunity for schools to gain theSupplementary SchoolsManagement Certificate, whichunderpins each award. Thecertificate covers essentialmanagement procedures such ashealth and safety and childprotection.

If you feel your school meets any ofthe award standards and you wouldlike the opportunity to celebratewhat you're doing and have itrecognised nationally, email us atthe National Resource Centre:[email protected]

Full details can also be found atwww.supplementaryeducation.org.uk

Gaining a bronze award

● The supplementary school has created a well-organised environment in which everyone can work comfortably and has clear expectations of behaviour that fosters good relationships and supports learning.

● Teachers know what children have previously learnt and are given guidelines on what to teach.

● There are simple records of what children have learnt.● There are adequate teaching resources for teachers and learners.● The school regularly consults with parents and students and responds

accordingly.● The school knows about other local provision and knows why its work is

needed.

Gaining a silver award

● Routines and procedures encourage good relationships and high expectations of standards of behaviour.

● There is a clear programme of study and sessions are carefully planned. ● Teachers know how children learn and engage them creatively. ● Teachers assess and record children’s needs, progress and performance. ● Teachers and learners have a choice of diverse resources that support

different learning styles. ● The supplementary school has an annual cycle of ongoing monitoring,

evaluation and planning, which involves everyone. ● It works in partnership with one or two other organisations.● There is induction, support and training for staff and volunteers. ● The management committee agrees an annual budget and monitors the

use of funding regularly throughout the year.

Gaining a gold award

● Staff and volunteers work with other supplementary schools to disseminate good practice. Pupils, parents, teachers and volunteers have clear roles and responsibilities in creating an environment conducive to learning, promoting positive behaviour. Pupils take significant responsibility for their own and each other's learning.

● The curriculum is well-matched to pupils’ needs, and teachers engage, develop and extend pupils’ interests. Teachers are well-informed about their subject, levels of achievement and learning theories.

● Clear, specific and assessed targets are set for individuals and groups.● Achievement is recorded and celebrated.● Teachers use diverse resources to extend children’s learning.● There is a business planning process, geared to objectives and standards.● Evaluation – involving young people and parents, and based on best

practice in other supplementary schools – leads to targets for improvement and feeds into the development planning process.

● The school works with a range of partners from the statutory and voluntary sectors.

● Staff supervision feeds into a staff development and training plan.● Policies are monitored, annually reviewed and sanctioned by the

management committee. The committee agrees and implements fundraising strategies linked to the business planning process.

Agreed standards for bronze, silver and gold awards – and a new Management Certificate


TrainingBullet n

Be one of the first to prove that you have effectivemanagement skills in supplementary schools

Summer 2007 training programmeFree learning opportunities for supplementary and mother-tongue schools

Child protection Contributing to the procedurescomponent of the Quality Framework22 May 2007, 9.30– 4.00 (a full day course, lunch included)All you need to know about thiscomplex and vital issue. You will gainthe confidence and knowledge tounderstand and deal with childprotection issues and concerns, andto tackle situations that may arise inschools. The course will explore:● values and attitudes, facts and

definitions of child abuse ● child protection legislation● responding and reporting abuse

and the roles of other agencies.Course facilitator: Claudine Rane, The National Council for VoluntaryYouth Services

Basic fundraisingskills Contributing to the planning andfinancial management components ofthe Quality Framework 24 May 2007, 9.30–4.30 (a full day course, lunch included)Useful tools and exercises tointroduce you to fundraising andincrease your chances of attractingfunding. The course will cover issuessuch as: ● identifying project needs● making S.M.A.R.T.E.R. bids● creating a bid and making your

pitch.Course facilitator: Liza Dresner,Fundraising, Development andTraining Specialist

There are some new additions toour training programme thissummer. People runningsupplementary schools will beparticularly interested in theIntroduction to the QualityFramework course, run by AngelaBell. Other courses are nowstructured so that they contributetowards achieving bronze, silver orgold awards.

Course title: EffectiveManagement Skills inSupplementary SchoolsDuration: 30 hours in total, toinclude four tutor-led sessions andassignment workCourse dates: 16 and 23 May 6 and 13 June 2007 (9.30–3.00pm, the training roomwill be available until 4.30pm ifyou wish to complete yourcoursework there, and your tutorwill also be available until this time)Course fee: £30 per learnerCourse materials: £15 (refundableon completion of the course)Fifteen participants maximum, soplease book early.

We are pleased to announce thatfrom May 2007 the NationalResource Centre will be providing aNational Open College Networkaccredited training programme, forpeople co-ordinating or managingsupplementary schools. It is a level2 course (equivalent to GCSE level),with a credit value of 3 (NOCNcredits can be accumulated,providing a flexible means togaining full qualifications).

Course participants will attendfour tutor-led sessions, as well ascomplete set assignment work.Your tutor will support you alongthe way and time will be madeavailable for you to seek additionalhelp as you progress through thecourse. The course offers yourelevant, targeted, inclusive andflexible learning – we want you tosucceed and will help ensure thatyou do.

You will build a portfolio of work,assessed by your tutor andmoderated both internally andexternally by the National OpenCollege Network. After completing

the course, each learner will beawarded a certificate. The NRC isdeveloping its own course materialsspecifically tailored to the needs ofthe course and its learners, and itscontent will also link to the NRCQuality Framework standards forsupplementary schools. If you areconsidering taking your schoolthrough the Quality Frameworkprocess, by completing this courseyou will already have done some ofthe preparation.

Although this first course is beingheld at the NRC in London, we aimto roll-out further courses at aregional level.

The NRC is also working closelywith the Leicester ComplementarySchools Trust (LCST) who aredeveloping a training programmespecifically for tutors and teachingsupport staff, with the aim ofraising standards of teaching andlearning in supplementary schools.

The LCST will pilot this trainingprogramme during the summer2007 term and it should beavailable nationally from early nextyear. This is also an OCN accreditedcourse, at Level 2 or 3 (dependingon which level of assessment youwould like to go through). Thecourse comprises six independentmodules. Each module is accreditedon its own, giving you flexibility topick and choose the modules thatare appropriate for you. Eachmodule consists of six hours ofteaching and four hours of selfstudy. To find out more contactKhalid Mahmood on 079 76347997. You can download a flyer from:www.supplementaryeducation.org.ukor contact Rachel Bond for moreinformation: 020 7700 [email protected]


TrainingBullet n

Introduction to theBritish educationsystem Contributing to the teaching andlearning components of the QualityFramework 5 June 2007, 9.30–1.00The course provides an invaluableinsight into the British educationsystem. It introduces the nationalcurriculum and explains itsrequirements across all key stagesand assessment on reading, writing,speaking and listening. As a result,you will be able to plan and deliverlessons that make learning moreeffective. The course will tackle arange of topics including:● key UK Education Acts● types of schooling ● various planning models and

activities ● the education of ethnic minority

children.Course facilitator: Dr. Tözün Issa,London Metropolitan University

Effective lessonplanning Contributing to the teaching andlearning components of the QualityFramework7 June 2007, 9.30– 4.00 (a full day course, lunch included)This course provides practicalguidance, and activities to make yourlessons more enjoyable! You will gaina clear understanding of howplanning benefits you, as well as yourpupils. Easy-to-use planning modelswill be explained, and as a result youwill be able to adapt plans effectivelyfor your own teaching circumstances.The course will look at:● what you should include in an

effective lesson plan● how we can use the advantages

and challenges of supplementary classes to inform our planning

● putting theory into practice – creating your own lesson plan.

Course facilitator: Yinka Armartey,Supplementary Education Advisor

Child protection –developing yourpolicy Contributing to the procedurescomponent of the Quality Framework12 June 2007, 9.30–1.00 (a half day course)This session can be attended bypeople who have/have not attendedthe full day child protection session.It stands as an excellent workshop onits own, but can also serve well as ahighly useful follow-on from the fullday course. Its main focus is aroundpolicy, helping you gain theconfidence and knowledge to beable to understand and develop childprotection policies and proceduresfor your organisation. Topics coveredwill include:● what should a policy and

procedure cover? ● the policy-writing process.Course facilitator: Claudine Rane, TheNational Council for Voluntary YouthServices

Business planning Contributing to the planning andfinancial management components ofthe Quality Framework14 June 2007, 9.30– 4.30 (a full day course, lunch included)An interactive, hands-on session onthe benefits and practicalities ofputting together and developingyour own business plan. This coursecomplements other NationalResource Centre training aroundsetting up sound financial systems forrunning supplementary schools.Presented in straightforwardlanguage, you will learn answers tocommon questions, such as:● why do we need a business plan?● what are the elements of a

business plan?● how do I go about making an

effective plan for my school?Course facilitator: Liza Dresner,Fundraising, Development andTraining Specialist

Classroommanagement Contributing to the teaching andlearning components of the QualityFramework19 June 2007, 9.30–4.00 (a full day course, lunch included)Classroom management is crucial fora positive learning environment. Itmakes teaching and learning muchmore satisfying for both teacher andpupil. In this session participants willhave the opportunity to look closelyat the overlapping aspects ofclassroom management and howthese can be utilised to fosterconstructive learning conditions.Participants will explore:● behaviour management strategies

that promote a positive learning environment

● the importance of utilising space, resources and time in creating a well-managed classroom.

Course facilitator: Yinka Armartey,Supplementary Education Advisor

Preparing budgetsand cash flowContributing to the financialmanagement component of the QualityFramework 21 June 2007, 9.30–4.00 (a full day course, lunch included)Budgets are used for grantapplications as well as internalfinancial control; as a result, knowinghow to prepare them is an essentialpart of running an effectiveorganisation. This course will offeryou the time to focus on preparingbudgets as well as examining cashflow. The course will cover:● how to prepare a small budget● what are overheads, direct costs

and contingencies?● how does cash flow work?● will break-even analysis help your

organisation?Course facilitator: Yvonne Robinson,CASH-ONLINE – financial advice andtraining for small charities andvoluntary groups

TrainingBullet n


Monitoring progressof pupils Contributing to the teaching andlearning components of the QualityFramework 26 June 2007, 9.30–1.00 (a half day course)How do we know that the childrenwe are teaching are makingprogress? This course aims to providesupplementary school teachers withsome strategies and techniques thatare constructive and not too time-consuming. We will explore some ofthe ways we can usefully monitorand record children’s activities andunderstanding, so that we can planwith their needs and strengths inmind. The course will focus on thefollowing areas:● consultation with children; contact

with parents ● the role of observation ● easy-to-keep records.Course facilitator: Alison Hatt,London Metropolitan University

Special EducationalNeedsContributing to the teaching andlearning components of the QualityFramework28 June 2007, 9.30–1.00 (a half day course)During this course you will gatherknowledge of what SpecialEducational Needs (SEN) involve andstrategies for supporting SEN in yourown school. The course covers:● government legislation and general

case studies● strategies for supporting SEN

children in schools.Course facilitator: Dr. Tözün Issa,London Metropolitan University

Start-up workshop Contributing to the planningcomponent of the Quality Framework3 July 2007, 9.30 – 4.00 (a full day course, lunch included)Practical tools and advice on how tostart up a supplementary or mother-tongue school. As a result of thiscourse you will have a betterunderstanding of the start-upprocess, and will be able to apply thisto the planning and effective runningof your supplementary school. Thecourse will explore the following:● strengths and weaknesses● research/needs assessment● aims and objectives● action planning and organisational

structures.Course facilitators: Yinka Armarteyand Rachel Bond, SupplementaryEducation Advisors

Quality Frameworkfor SupplementarySchools10 July 2007, 9.30 –4.00 (a full day course, lunch included)Find out more about the QualityFramework for supplementaryeducation. How could it help you togive an even better service to yourcommunity? Would a bronze, silveror gold award help yoursupplementary school raise funds, orset up new relationships? In thisworkshop you will explore:● The Code of Practice for

Supplementary Schools, and what it means to your school

● how to make a self-assessment● writing an action plan and getting

an award.Course facilitator: Angela Bell,National Resource Centre, RegionalStrategic Advisor, West London

Courses will be held at the NationalResource Centre, 356 HollowayRoad. Below each coursedescription we have indicatedwhere knowledge gained willcontribute towards the NRCQuality Framework standards. Formore information about the QualityFramework contact us by phone oremail.

Please note conditions of bookingon the booking form.

Please also note our Conditions ofBooking and our requirement thatall booking forms are accompaniedby a £15 refundable deposit percourse (made payable toContinYou). On completion of thecourse, each trainee will alsoreceive a Certificate of Attendance,providing they are punctual andhave stayed from start to finish. Anemail will be sent to you ten daysprior to the course confirming yourregistration, followed by a courseoutline.

Please provide the email addressat which you can be most easilyreached.

National Resource Centre forSupplementary Education 356 Holloway RoadLondon N7 6PA

Phone us on: 020 7700 8189 Fax us on: 020 7700 8128E-mail us at [email protected] Or visit our website:www.supplementaryeducation.org.uk

Booking procedure

Useful resourcesBullet n

The essential resource for all those involved inextending services to communities.

Subscribers receive:● Schools ETC quarterly magazine and practical advice sheets

● FREE membership of ContinYou's Breakfast Club Plus network (worth £25)

● access to a monthly e-newsletter, drawing on the expertise of ContinYou's Extended Services Team

● access to the Schools ETC email helpline

● qualification for entry to the Schools ETC award scheme (worth £3,000)

● 40 per cent off subscription to Children Now magazine

● discounts on a wide range of ContinYou publications

● discounts on all LogicCall software.

All this for just £40 a year!

To subscribe contact Jason Barlow on 020 8709 9904 or email:

[email protected]

etcSCHOOLS

Subscribe now to

WebsitesFind hundreds of free ideas andresources for primary teachers. Visit: www.teachingideas.co.uk

The National Literacy Trust resourcespage features downloadable materialfor all age ranges which parents andprofessionals can use. Visit: www.literacytrust.org.uk

Little-linguist is one of the UK'sleading online retailers of children'sforeign language resources, withpurchasable resources for over 25languages. Visit: www.little-linguist.co.uk

The BBC site features a variety ofgames and activities and help withcoursework and revision for primaryand secondary subjects. Visit: www.bbc.co.uk/schools/

Born to be greatA charter on promoting theachievement of Black Caribbeanboys. The charter has been writtenby and for pupils, parents/carers andteachers through a series of roundtables conducted by the NationalUnion of Teachers and chaired byProfessor Gus John. It aims topromote and rapidly enhance theachievement of Black Caribbeanboys. It is therefore intended tosupport teachers, schools, parents,carers and the community inachieving that objective.Supplementary schools play a crucialrole in this and are mentioned in thecharter. Download fromwww.teachers.org.uk. The NUTwould like all stakeholders to use thecharter as a working document andhave included a feedback form togarner people’s views on the issue.

Aiming highEvaluation of Aiming High: AfricanCaribbean Achievement ProjectThe project was launched by theDfES in November 2003 and aimedto work with leaders of schools todevelop a whole-school approach toraising the achievement of AfricanCaribbean pupils. The project offered30 schools additional funding, someconsultancy time and guidancearound good practice. With targetedsupport for pupils, more effectiveteacher training and the wideravailability of resources promotingAfrican Carribean culture, many ofthe schools were able to positivelyaffect pupils’ achievement. The research brief is available free ofcharge from the DfES. Call 0845 6022260 and quote RB801. The full report is available for £4.95(quote RR801).

teacher training research • evidence bullet n the...bullet nthe summer 2007 the national resource...

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