There are an estimated 3,000 'supplementary', 'complementary', 'community' or 'Saturday' schools in Britain. They come in a variety of shapes and forms. In general, they offer out-of-school-hours educational opportunities for children and young people, many of whom come from minority ethnic communities.

Supplementary and mother-tongue schools are managed and run by local groups, including newly arrived communities. They take place in a variety of venues including mosques, churches, temples, gurdwaras, community centres and schools. Most supplementary and mother-tongue schools operate in the evenings and at weekends.

Activities can include:

• helping pupils with their national curriculum subjects, particularly mathematics, English and science
• learning about the history and culture of the community
• teaching pupils their mother-tongue language and other languages of a cultural or religious significance.

Key issues

Supplementary and mother-tongue schools can play a key role in raising the achievement of newly arrived children and young people along with those from more established communities. However, some newly arrived families may not take up the supplementary education opportunities available. They may:

• be unaware of what opportunities are available and where they take place
• be unable to participate because of the distance and cost of travel
• be unsure of what is taught and the teaching strategies used
• want their children to participate in after-school or extracurricular activities in mainstream schools and attendance at a supplementary school would prevent this
• feel that their younger children might be tired for mainstream school the next day if their day is extended to include attendance at a supplementary school
• want their children to mix socially with other communities in the street or at sports clubs.

Some newly arrived communities who may be seeking asylum from persecution in their home country can also be wary of contact with other people from their country. Some asylum seekers from minority communities in their own country may also speak different languages and have a different cultural background from the majority community. They may feel uncomfortable with the ethos and activities in some supplementary and mother-tongue settings.

It is helpful to become familiar with the diversity within newly arrived communities. The 'Who are international new arrivals?' part of this site provides further information on these communities.
 
There can be significant differences in how mainstream and supplementary and mother-tongue schools operate. These differences may include:

• having different approaches to discipline
• differences in how boys and girls are educated
• differences in how pupils are taught.

Benefits for pupils who attend supplementary and mother tongue schools can include:

• increased motivation and self-esteem
• improved confidence
• support in improving behaviour and social skills
• maintenance of home languages
• higher levels of achievement
• opportunities for leisure, fun and enjoyment
• reducing isolation by connecting children and families to others from a similar linguistic and cultural background
• parental involvement in children’s learning
• supervision of children and young people outside school hours
• partnerships between school and minority ethnic communities.

Ofsted’s Framework for inspecting schools (2005), requires inspectors to assess how well a school works in partnership with parents and local communities. Under the Education and Inspections Act 2006 Ofsted also has a duty to report on the contribution made by schools to community cohesion; this duty commenced in September 2008.

The Education Act 2002 now makes it easier for school governing bodies to provide facilities and services directly that benefit pupils, families and the local community. Governing bodies also have more flexibility to enter into agreements with other partners to provide services on school premises.

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Working in partnership: some suggestions

A school’s awareness of local supplementary and mother-tongue schools, and good communication and partnership with them, can be an important element of promoting the inclusion of new arrivals. You can develop this by:

• compiling an up-to-date list of local supplementary and mother-tongue schools in the local area
• ensuring that newly arrived pupils and families are provided with information
• liaising regularly with parents and community groups providing supplementary and mother-tongue education
• pursuing joint funding bids
• planning with and involving community groups when developing out-of-school-hours and holiday activities
• supporting community groups’ provision to teach pupils’ home languages. This can include helping with resources, advising on teaching activities and providing opportunities for pupils to take GCSE and A level examinations in minority community languages
• offering community access to school facilities. Even playgrounds and indoor space in smaller primary schools can provide a useful out-of-school-hours community resource. Specialist sports and arts colleges should already have facilities and resources available for wider community use.

Case study

Raising achievement through partnership with the local community and supplementary schools

The City Academy in Bristol has a strong commitment to community development and is a resource for the local community. This case study describes partnerships with several supplementary education projects.