S h p r e s a P r o g r a m m e

Supplementary

School

Toolkit

INTRODUCTION ----------------------------------------------------------------p4

A GUIDE FOR MAINSTREAM SCHOOLS-------------------------------- p6

CHECKLIST FOR MAINSTREAM SCHOOLS ----------------------------p7

MODEL TRAINING PROGRAMME FOR PARENTS -------------------p9

LIST OF AGENCIES -----------------------------------------------------------p11

CONTENTS

2

NOTE FROM THE ORGANISERS

I am delighted to be writing an introduction to Shpresa Programme’s Supplementary school toolkit. This has been very generously funded by the Paul Hamlyn Foundation without whose support this project would not have taken place.

We hope this toolkit will inspire and inform a new wave of Supplementary schools to work in partnership with parents, schools, children and young people to raise attainment and foster confident, engaged and com-mitted young people within all communities

We are indebted to the staff, pupils and volunteers at the mainstream schools that have worked with Shpresa over the years: Gascoigne School, Mayfield School, Churchfield School, Cleveland School, Gladsmore Com-munity School, St Thomas of Canterbury Catholic Primary school, and Bonds Green School for all their generosity patience and endless support.

We also want to thank those who have supported the development of this toolkit: all the parents, volunteers, children and young people and school staff who contributed to the DVD and gave so generously of their time and energy. This toolkit would not have been possible without the expert research and guidance of Ray-monde Sneddon ,the film making and design skills of Manuel Nashi and the great expertise of the consultant Esme Madill

Finally, this toolkit is dedicated to all the young people who have attended and continue to attend Shpresa’s Supplementary schools – their hard work and enthusiasm is infectious and they are our inspiration.

Luljeta Nuzi

Project director Shpresa Programme

3

Introduction

Who is the toolkit for?

This toolkit has been written for:• Parents,communitygroupsandotherswantingtostartaSupplementaryschool;and• TeachingstaffinmainstreamschoolsconsideringworkinginpartnershipwithaSupplemen-taryschool.

Thetoolkitprovidespracticaladvice,checklistsandusefulcontactinformationforthosewantingtodevelop,orworkinpartnershipwith,Supplementaryschools.WealsohopethatthistoolkitwillprovideideasandfoodforthoughtforexistingSupplementaryschools.

Thistoolkithasbeenwrittenanddesignedbyagroupofparents,children,teachers,communityworkersandvolunteerswhobelievepassionatelyinthetransformativepowerofSupplementaryschools;ourhopeistoprovidemorethanjustadviceandinformation.Thistoolkitseekstowinoverchildren,parents,funders,commissionersandthepublicatlargetotheideathatSupplemen-taryschoolscantransformthelivesofchildrenandyoungpeople,theirfamiliesandschools,andhelpbuildmorecohesivecommunities.

ThistoolkitisbasedontheexperienceofShpresaProgramme,acommunityorganisationfoundedbyrefugeesandasylumseekersfromtheAlbanianspeakingcommunity,todevelopserviceswithandfortheAlbanianspeakingcommunity.ShpresaProgrammehasdeliveredSupplementaryschoolsforovernineyearsandhasworkedinpartnershipwith15schools,7youthcentresand2libraries.WearecurrentlyprovidingSupplementaryschoolsinsevenmainstreamschoolsacrossLondonandwehavehadtheprivilegetoadvising,supportingandmentoringothercommunitygroupsastheystartontheirjourneytodevelopSupplementaryschoolswithandfortheircommu-nities.

WhatisaSupplementaryschool?

ThetermSupplementaryschoolbroadlyreferstoextraschooling,organisedbyandforparticularethnicgroupsorforothergroupsofpeople,whichisprovidedoutsideofmainstreamprovision.Supplementaryschoolsareestablishedformanydifferentreasons.OftenparentswhoarefromrefugeeandmigrantcommunitiesdonothaveEnglishasafirstlanguage,andmayhavelittleknowledgeandunderstandingoftheeducationsysteminthiscountry.Theymaynotfeelabletosupporttheirchildren’seducation,andtheirchildrenmaylackrolemodelswithinthefamilyandthewidercommunity.Childrenmayknowveryfewgraduatesandmaystruggletoseetertiaryeduca-tionasbeing‘forthem’.Meanwhile,childrenwhohavegrownupinfamiliesintransition,whomayhavefledwarzonesorwhoseparentsmaybestrugglingtocreateanewlifeinexile,canfinditdifficulttointegrateinschools.Thiscanbeaproblemfortheschoolsandfortheyoungpeoplethemselveswhoarefailingtomakethemostoftheireducationalopportunities.

WhileSupplementaryschoolsareasdiverseasthecommunitiestheyserve,theirfundamentalaimscanusuallybesummarisedas:• developingthechild’sculturalidentity,orsenseofbelonging,self-esteemandconfidence;and• promotingtheachievementsofminorityethnicchildren,orchildrenwhoaremembersofanothergroup,inmainstreamschools.

4

TheNewEqualityAct2010replacedallexistingequalitylegislationfrom1stOctober2010.Nowtherace,genderanddisabilitydutiesaregatheredintoonesingleRequirement.Allpublicbodiesincludingschoolsfrom6thApril2011areboundbythepublicsectorequalitydutywhichrequiresthemto:

• Eliminatediscrimination,harassmentandvictimisation;• Advanceequalityofopportunityand• Fostergoodrelationships.

Theactoutlinesthatfosteringgoodrelationsincludes“theneedtotackleprejudiceand(develop)understanding”.Shpresa’sSupplementaryschoolscanassistmainstreamschoolsinachievingthisbygettingyoungpeopleandtheirparentstotalkandpresenttotheirfriends,colleaguesandteacherinmainstreamschoolabouttheirexperiencesasrefugees,migrantsormembersofaspe-cificculturalorethnicgroup.ThiscanhaveaverypositiveimpactonthechildrenandparentsfromtheSupplementaryschoolaswellasgivingallyoungpeopleatthemainstreamschoolanoppor-tunitytodeveloptheirunderstandingofsanctuaryandmigrationandoftheexperiencesofthosefromdiverseculturalandethnicgroups.The‘DevelopingEffectivePartnerships’surveyfoundthateightoutoftenpupilswhoattendedaSupplementaryschoolsaidithelpedthemwiththeirmainstreamschoolworkandboostedchil-dren’sconfidenceandmotivationbothinandoutoftheclassroom.Supplementaryschoolactivi-tiescanalsoreinforcechildren’sethnicidentities. ShpresaProgramme’smodelforathrivingSupplementaryschoolShpresaProgramme’sSupplementaryschoolmodelinherentlysharestheaboveaimsandisalsofoundedontwoprinciplesthatunderpinallShpresa’swork:• Afamilyapproach,wherebySupplementaryschoolsworkwithparents(primarilywomen)topromotetheachievementofthechildrenandintegrationofthewholefamilyinthelifeofthemain-streamschoolandwidersociety.ShpresaSupplementaryschoolsprovideinformationsessions,parentssupportgroups,volunteeringopportunitiesandtrainingforparents,aswellastheprovi-sionofservicesforchildrenandyoungpeople;• Workinginpartnershipwithparents,childrenandmainstreamschools.StaffandvolunteersatShpresafirmlybelievethatchangecannotbebroughtaboutthroughSupplementaryschoolsworkinginisolationwithchildren.Theparentsandmainstreamschoolsbothhavetoinvestintheprojectforparentstofeelempoweredandabletosupporttheirchildren’sdevelopment,andforschoolstoreapthebenefitsaschildrenachieveandbecomeintegrated.PartnershipisessentialfortheSupplementaryschooltobesuccessful.

Thistoolkitconsistsof:

1. A‘HowtoGuide’forparents,andcommunitygroupswishingtodevelopaSupplementaryschool;2. AchecklistformainstreamschoolswantingtoworkinpartnershipwithSupplementaryschool;3. Amodeltrainingprogrammeforparents;4. ADVDtobeusedbyallthoseinterestedinestablishing,workingwith,fundingorattendingaSupplementaryschool;5. Acontactsheetwithdetailsofusefulagencies.

5

Checklist for mainstream schools on how to develop effective partnerships with Supplementary schools

Asateacher,deputyorassistantheadteacherorheadteacherinamainstreamschool,thestart-ingpointforyourrelationshipwithaSupplementaryschoolmaybethatyouarefacingchallengesinengagingwithcertaincommunitieswithinyourschool.Maybesomeparentsareisolatedandnotabletosupporttheirchildren’seducation,oritmaybethatsomechildrenseemdisengagedoraredisruptive.Yourfirststepcouldbetoidentifyanythirdsectoragencies(voluntaryandcommunitygroups)alreadyworkingwiththesecommunities.IsthereanestablishedSupplementaryschoolwithinthemainstreamschoolorlocalareathatyoucouldworkwith?Ifyouarenotawareofanysuchgroups,theNationalResourceCentreforSup-plementaryEducation(http://www.continyou.org.uk/-linktotheircontactdetailshere)canhelpyouidentifygroupsinyourarea,ascanyourlocalCVS,AdultandCommunityEducationteamorCommunityLanguagesteam.AnexistingSupplementaryschoolcouldprovideinvaluablementor-ingsupporttoanewlyestablishedSupplementaryschool.Ifthereisnoexistinggroup,couldyouhelpparentstostartoneup?TheNationalResourceCen-treforSupplementaryEducationhasresourcestohelpnewgroupshttp://www.continyou.org.uk/children_and_families/supplementary_education/quality_framework/).Again,gettinganexistinggrouptomentororsupportanewgroupcanbeveryhelpfulintheearlystages.TalkwiththeNa-tionalResourceCentreforSupplementaryEducationaboutthepossibilitiesinyourarea.IfthereareagroupofparentsoracommunitygroupwantingtoworkwithyoutoestablishaSup-plementaryschool,youcould:• Arrangetomeetthemanddiscusstheissuesyouwanttotackle;

• TogetherwiththeseparentsorthisthirdsectoragencyyoucouldholdaCommunityandSchooleventwhereyoumeetwithparentsandtogetheridentifywhatsomeoftheproblemsareandwhatyouwouldliketohappentochangethem.

• Ifyouhavenothadanypreviousworkingrelationshipwiththisgroupofparentsorthisagencyaskthemtotalktoyouindetailaftertheeventaboutthesolutionsthattheyhavecomeupwithandtogetheridentifywhatwillworkinpractise.

• Offerthemaminimum3monthspilottoworkintheschoolprovidingSupplementaryschoolservices.

• OncetheSupplementaryschoolisestablishedinviteSupplementaryschoolstafftoattendyourin-servicetrainingwhereappropriate.

• VisittheSupplementaryschoolduringtheirlessontimeandinvitethemtovisityourclass-roomsduringtheschoolday.

• GivetheSupplementaryschooltimeduringassembliestoshowcasetheirlearningandsharetheirskillsandtalentswiththewholeschool.

• Alwaysrememberthisisajointventuresodon’tdothingsforthembutdoitwiththem.

Shpresa’sexperienceandthatoftheschoolsthatweworkwith(seeDVDlinkinterviewstaffatGascoigneSchool,StThomasofCanterburyCatholicPrimarySchoolandMayfieldSchool)isthatSupplementaryschoolsworkinginpartnershipwithmainstreamschoolscanbringeachotherawealthofmutualbenefits.

6

ChecklistHastheSupplementaryschoolgotthenecessarypoliciesinplace(theNationalResourceCen-trecanadviseorlookattheirrequirementsforthebronzeaward)oraretheyworkingtowardsdevelopingthem?http://www.continyou.org.uk/children_and_families/supplementary_education/quality_framework/bronze/bronze

DoestheSupplementaryschoolhaveaclearmission whichincludesworkinginpartnershipwithyourschool?

HaveallstaffandvolunteersbeenCRBchecked?AskforcopiesaswellascopiesoftheHealthandSafetyandEqualOpportunitiespolicies.

Ensureyouhavealistofpeopleworkingontheschoolsite.

AssignalinkpersonwithinyourschoolwhocanmeetregularwithstafffromtheSupplementaryschooltoensureclearlinesofcommunication?

CanyouprovedtheSupplementaryschoolwithaccesstotheclassroomsandresourcesneededtoruneffectively?

Beclearabouttheopeningtimeclosingtime,caretakersdutyandtheresponsibilitiesoftheSup-plementaryschoolre-cleaningandlockingup/security □HaveyouidentifiedtimeinassemblieswhenchildrenattendingtheSupplementaryschoolcanshowcasetheirlearning?

AreyoutakingpartintheevaluationoftheSupplementaryschool?

Haveyouestablishedclearlinesofcommunicationincludingemails,regularfacetofacemeetingsandopportunitiestosharelearning? HowtoGuideforparents,andcommunitygroups

IssettingupaSupplementaryschoolforyou?

Areyouworriedaboutyourchild’seducation?WouldyouliketodevelopabetterunderstandingofhowtheeducationsystemworkshereinEng-land? Doyouwanttohaveabetterrelationshipwithyourchild’sschool?

Wouldyoulikeyourchildtolearntheirmotherlanguage?

Wouldyoulikeyourchildtoshareyourculturalheritageandtheirswithyou,withtheirschoolfriendsandwiththelocalcommunity?

Didyouknowthatifyourchildrenarebilingualthiscanhelpthemdevelopineveryareaoftheschoolcurriculum?Wouldyouliketobeabletohelpyourchildwiththeirschoolwork?

Areyouhavingproblemscommunicatingwithyourchildrenduetothelackofasharedlanguage?

7

Iftheanswertoone,afew,orevenalloftheaboveisyesthenyoucouldstartasupplementaryschoolwithotherparentsandmembersofyourcommunitytoensurethatyouandyourchild/chil-drengetthemostfromtheireducationandareabletocontributeandshareyourcultureandex-perienceswiththelocalcommunity.Youwillalmostcertainlyneedtobedetermined,creativeandtoworkcloselywiththeschoolstaff,buttherearethosewhocanhelpyou(seeNationalResourceCentrehttp://www.continyou.org.uk/about_us/)andifyouworkinpartnershipthebenefitswillfaroutweighthechallenges.

WhenagroupofparentsatShpresafirstthoughtaSupplementaryschoolmighthelpusandourchildren,we:• IdentifiedotherAlbanianspeakingparentswithintheschoolandspoketothemaboutwhatservicesmighthelpAlbanianspeakingchildren;• Heldamoreformalconsultationwithparentsandchildrentofindoutwhattheywantedandneeded;• Researchedifanotheragencywasofferingtheservicesparentsandchildrenwantedinourlocalarea.Astheyweren’twedecidedtodosomethingaboutitourselves;• Clearlyidentifiedourneedsandhowwewantedtomeetthese.• Undertookaskillsauditamongparents(soontobecomevolunteers)tofindoutwhatskillswehadandwhatskillsweneeded;• Ranasmallscalepilotprojectinoneschooltoseeifourideaswouldworkinpractice;• Arrangedtomeetwitharepresentativefromtheschooltodiscussthepossibilityofworkinginpartnershipandreplicatingthemodel;• Foundoutwhocouldhelpusfirstlyinourlocalareaandthennationally(http://www.conti-nyou.org.uk/about_us/);• Identifiedwhatwecouldoffer(startsmall–youcanalwaysbuildonwhatyoubegintooffer)andagreedwiththeschoolandotherparentsthatwewouldruna3monthpilotintheschool;• Filledtheidentifiedskillsgapswithhelpfromotheragencies,volunteersandmoreparentsthatwerecruited;• Developedclearmethodsastohowweweregoingtomonitorandevaluatetheimpactonourservicetoourusers;• UsedourlocalCVS(forLondonCVS’sseehttp://www.lvsc.org.uk/Templates/information.asp?NodeID=90157&i1PNID=90016orhttp://www.ncvo-vol.org.uk/)toadoptthepoliciesthatwerequired;• Putinplacequalityassurancemeasuresfromtheoutset,makingsurewemeasuredthedifferencethatwemade(andcontinuetomake)sothatwecantellotherswhyourSupplementaryschoolisneeded;• Developedintoawelcoming,inspiringorganisation,engagingwithourusersandbuildingtrustaswellasofferingpracticalsolutiontotheproblemsidentified.

Theheadteacheratthechildren’sschoolorothermembersoftheteachingstaffmaynotbeclearaboutthemanyprovenbenefitsofaSupplementaryschool.YoucanhelpbysignpostingthemtotherelevantresearchandshowingthemthatSupplementaryschools:• Provideactivitieswhichareinlinewiththeirschool’saims;• Raiseattainment;• Improveattendanceandpunctuality;• Giveotherwisemarginalisedstudentsavoice;• Raisetheconfidenceandselfesteemofstudents;• Helpschoolstoengagewithparents;• Offertrainingandculturalawarenesstoteachersandpupils;• Organiseassembliesatschoolshowcasingtheskillsandtalentsofchildrenfromminoritygroups;• HelpschoolstomeetCommunityCohesionAgendaandrequirementsoftheEqualityAct;

8

InseekingtosharethebenefitsofSupplementaryschools,useresearchthatidentifiestheim-pactofSupplementaryschoolssuchas:UvanneyMayloretal.2010.ImpactofSupplementarySchoolsonPupils’Attainment.DCSF.http://webarchive.nationalarchives.gov.uk/20101021152907/publications.education.gov.uk/eorderingdownload/dcsf-rr210.pdfTozünIssaandClaudetteWilliams,2009.RealisingPotential–ComplementaryschoolsintheUK.TrenthamBooks.DepartmentforEducationandSkills(DfES),(2003)Aiminghigh.Raisingattainmentforminorityethnicpupils.DfES.

ThereisagreatdealofvaluableinformationaboutthebenefitsofmainstreamandSupplementaryschoolsworkingtogetheronthesiteofCILT,theNationalCentreforLanguages,atwww.ourlan-guages.org.uk.R.Sneddon,2009.Hope,LiteracyandDancing.BERA.UniversityofManchester.2/5September2009

TodevelopyourSupplementaryschoolsyouneedclarityandvision,butyoualsoneedtobereal-isticandstartsmall–aprojectthatstartssmallcanhaveaverybigimpact(seeDVDlinkoronlinelink-http://www.youtube.com/watch?v=xDCJ_xV4N_k,forinterviewswithinspiringvolunteersandyoungpeople).ListentothevoicesofthechildrenandyoungpeoplewhoareattendingtheSupplementaryschool.Buildonwhattheytellyousothatwhatyouaretryingtodoforthemiswelcomedbythemandempowersthem.

However,thechildrenarejustapartofthepicture,allbeitacentralfocusforallourwork.Shpre-saProgramme’smodelforasuccessfulSupplementaryschoolisbasedonabeliefthatparentsneedtobeinvolvedfromtheoutset,givingthemtheskillsandopportunitiestoplayanactiveroleintheirlocalschoolsandcommunities.ThenextelementoftheToolkitintendstohelpyouengageandworkwithparents.

9

Model Training Programme for Parents Whenparentsmovetoanewcountrytheycandesperatelywantchildrentodowellinschool;infacttheirchildren’sschoolingmaybeoneofthefewareasoftheirlifewhichtheyfeeltheycanfocuson.Yetoftentheydon’tknowthelanguageorschoolsystemandareunabletoofferthesup-porttheywanttotheirchildren.Parentsmaybeveryawarethattheycannotactasrolemodelsfortheirchildrenandthattherearefewornorolemodelswithintheircommunities.

Byprovidinginformationsessions,parentssupportgroups,volunteeringopportunitiesandtrainingforparentsattheSupplementaryschoolsyoucan:• Provideparentswithbasicinformationabouttheirchildren’sschoolingincludingthenationalcurriculumandSATstests;• Giveparentsachancetomeetwithschoolstaffandaskquestionsinafacilitatedmeeting;• Empowerparentstoidentifyhowtheycansupporttheirchildren’sschoolingandcontributetothelifeoftheirlocalschool;• Offerparentsaspacewheretheycangainmutualsupportfromthegroupand,together,sharethesuccessoftheirchildren,theirfamiliesandcommunities;• Instilconfidenceinparents,makingthembelievethattheycan,anddo,havethecapacitytoinfluencetheirchildren’seducationalattainmentandtocontributetothelifeoftheirlocalschoolandcommunity.

ItisimportantthatthistrainingtakeplaceatthesametimeasthechildrenareattendingtheSup-plementaryschool.ThisensuresthattheSupplementaryschoolisaddressingtheneedsofthewholefamilyandempoweringparentstofeelthattheyareapartoftheirchildren’seducation.Shpresa’smodelinvolvessixtrainingsessions.Weofferanoutlineforeachbelowbutthiscanbeadaptedtosuittheneedsandexperiencesofyourowncommunity,theyoungpeople,schoolsandparentsthatyouareworkingwith.

Session 11. Groundrules-thesehelpthegrouptobeasafeplacewhereeveryonecancomeandlearnandcontribute.Asampleofgroundrulesmightlooklikethis:• Respecteachother’sopinions;• Onevoiceatatime;• Confidentialitywithinthegroup–discussandagreeandalsomakepeopleawareofexcep-tions;• Saywhatyouthink;• Saywhyyouthinkit;• Buildonwhatotherssay;• Supportandincludeeachother;• Askwhenyoudon’tunderstand;• Trytoreachanagreement.

2. Gettingtoknowyou-therearelotsofexamplesofsimpleexercisestohelpagrouplearnalittleaboutitsmembersandfeelmorerelaxed.(Seehttp://www.teachablemoment.org/images/knowyou.pdfandhttp://www.suite101.com/content/ice-breakers-in-adult-education-a183652)

3. Establishtheexpectationsofgroup.□ Findoutwhatparentswantandneed;□ Agreewhatyoucancoverrealisticallywithinthesixsessions;□ Thenhavea‘hopesanddreams’sessionwhereyoutalkaboutwhatparticipantshopethegroupcangivetothem.

10

Session 2

Bringinanoutsidespeakerfromthechildren’sschooltogiveanoverviewoftheEnglishEducationsystemcoveringthekeystages,thenationalcurriculum,andparent/schoolpartnerships.

Giveparticipantsplentyofopportunitiestoaskquestionsanddiscusshowtheycansupporttheirchildintheeducationsystem.

Session 3

AgainanexternalspeakerfromtheschoolcancomeintotalkonSAATstesting,examsystemandtertiaryeducation,coveringexpectedlevelsandexamresults.Participantswillagainneedthetimeandopportunitytoaskquestionsanddiscusshowtheycansupporttheirchildwithhis/herlearn-ing.Session 4

Holdagroupdiscussionabouthowparentscanaddresssomeoftheproblemsthattheirchildrenarehavinginschool.Identify:□ coreissues;□ agreeontargetstoworkon(e.g.writing,behaviour,integration);□ agreeonparent’stasks.Inaddition,reaffirmparent’scommitmenttoworkingtogetherandsupportingeachothertoim-proveattainmentoftheirchildreninschoolandtodevelopbetterlinksbetweentheircommunityandtheschool.Session 5

Thefacilitatorasksquestionstohelpparticipantstoestablishtheprogressandfuturedirectionofthegroup:forexample,‘we’vetalkedaboutthechildrennowwhataboutyou?Asparents?Wheredoyouwanttobein5yearstime?Whatareyourgoals?Couldyouworktogethertoachievethese?Thisisthefifthofsixmeetings;wouldyouliketomeetagainafterthesixthsessionandifsowhatwouldyouliketodo?’Itisimportanttoofferoptions:□ trainingasvolunteers;□ socialgroup;□ issuesbaseddiscussiongroup.Agreeawayforward;identifytasksanddatesoffuturemeetings.

Session 6

Atthissessioncelebratethegroup’sachievementswithcertificates,asharedmealandareviewoflearningandachievements.

Ensureatthismeetingthatyougetfeedbackviamothertonguequestionnaireswhereparticipantscansaywhattheyhavegotfromthesesixsessionsandhowtheycouldbeimproved.Byinvolvingparticipantsintheevaluationaskingtheirviews,takingthemseriouslyandadaptingyourservicestoincorporatetheirfeedbackyouwillbeempoweringparentstobecomeinvolvedinrunningtheproject.

List of agencies:ContinYouCVS-inMostoftheboroughsthereareorganisationcalledCouncilforVolunteeringsectorLocalinfrastructureorganisationLocalsupplementaryschoolforums

11