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Introduction
What is a Supplementary School?
The term ‘Supplementary schools’ covers a wide variety of organisations ranging
from groups with paid staff teaching large classes of children to small, entirely
voluntary groups, where parents both run the group and carry out the teaching
and support for their children perhaps in their own homes.
Supplementary schools are usually associated with one or more of the many
ethnic communities within Britain. Their aims fall into two broad categories. Firstly
they seek to promote and develop the cultural identity of the children attending.
Mother tongue classes are one common way of doing this. Secondly they
support and complement the children’s achievements within mainstream schools,
through additional classes and homework classes.
What is this booklet?
Because many supplementary schools are started by groups of people interested
primarily in helping children, they are often unaware of the steps needed to
ensure both compliance with the law and success in managing the school and
classes.
This booklet aims to help those people. It is of most use to people who plan to
set up, or have recently started, a supplementary school. However it should also
be relevant to all sizes of supplementary schools, giving them a checklist to
ensure that the basics are in place.
What if I need to find out more?
It would be impossible to put everything you need to know in one book that would
then be easy to reference, or indeed carry! This is intended as an introduction
only, highlighting the major issues and points that need to be considered. At the
end of the guide is a list of organisations and people who can give you further
advice and support usually for free, providing your group works primarily within
Islington. You should feel free to call on them for help.
How do I use this pack?
This pack is to be used in conjunction with support from IVAC. If your school is
based outside of Islington please contact your local Council for Voluntary
Service. You can obtain their contact details from the NACVS website (see the
end of this pack for details).
The pack is divided into several chapters, each one a stage in setting up the
school. Within each stage there are questions, which address key issues of
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relevance to that stage as well as guidance to provide you with some ideas on
how to respond to the questions.
Distribute copies of this pack to your committee, or group of people interested in
setting up the school, and allow them to go through it in their own time, making
notes on their copy or separately as required. Ask them to order their notes
according to the stages and questions within the pack.
Then arrange a committee meeting specifically to go through the pack, taking
each stage in turn, allowing people to express their ideas and responses. It may
be possible at this meeting to agree the answer to some of the questions. Other
questions may require delegating work to committee members to do more
research on. They may in turn want to contact IVAC to find out more.
Finally if you have any questions or need any support at any point in setting up
and running your school, then please feel free to contact IVAC. Our address and
telephone number is at the end of the pack and we are always willing to help.
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Stage one: What sort of group
You have an idea to set up a supplementary school. First think…
Will it . . .
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Provide homework classes or other support to help develop the academic
performance of the children?
Provide teaching classes to supplement what the children learn at school?
Providing classes for children in subjects that are not taught at their
school, i.e. language, culture and heritage, religion, music, art etc?
Supplementary schools typically start around one of these activities. Some
schools decide to provide all three types of activities, while others decide to
concentrate on just one. Each has different implications for how much space you
will need as well as how many teachers and to what level they will need to be
qualified.
Supplementary schools are often concerned with serving a particular group of
people or community, and concentrate on teaching children about the language
and culture of that group. Those groups that concentrate of teaching language
and culture are often called Mother Tongue schools.
Stage two: Start planning
Your school needs an aim, a group of people to work with, a set of objectives or
targets to meet, and people to run the service and organisation.
The aim of the organisation
All groups need a central purpose or aim. This should describe what you hope
will change as a result of your group existing. It should be possible to achieve,
but also broad enough to cover everything the group wants to do and should be
discussed and agreed by all the members setting up the organisation. If your
purpose is to focus on one particular group of people, then this should be
reflected in the aim.
An example of an aim for a supplementary school is;
To ensure that all children receive after school support necessary to help them
develop their academic abilities.
To improve the education of young people within the community in their mother
tongue and culture through provision of a supplementary school.
Write down the aims of your organisation on a separate piece of paper. Does the
membership agree with these aims?
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Who will benefit from your organisation?
Your school will probably be set up to support a specific group of people in need
of education. In order to make your service effective, you need to know a lot
about these people. How many are there? What problems are they facing?
Where do they live? You need to research this group, and talk to them, before
deciding what type of school is needed.
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Describe the group your organisation will benefit, for example “Somali people in Islington; Arabic speakers in Islington and Haringey;
children of refugees, children attending X school”
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How many people are in the group? It is sufficient to have a rough idea, not
an exact number.
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How will you break down information about the group, for example –
Age, ethnic origin, and the London borough they live in, type of support
needed, i.e. specific subjects, special needs.
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Describe how you will carry out further research on the groups who will
benefit from your service? For example you could;
a. Ask parents and children what classes they want,
b. Look at the census figures for your local area to show how many
people could benefit from the school
c. Talk to the primary and secondary schools your children attend and
find out what needs they can identify
d. Talk to the local council. Part of their work will be to collect
information on the achievement of the children in the borough in
order to plan services. Hopefully they will be willing to share their
information.
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How will you record and measure the results of those attending your classes
to check they are in fact benefiting? It is very important when looking for
funding that you are able to prove that there is a need for the work, and that it
can truly benefit people.
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What are your group’s objectives for year one?
Your objectives are actions you plan to achieve within a specific time period – in
this case, the first year. All the objectives should lead to achieving the overall
aim your have set for the organisation.
There are two different types of objectives.
Firstly, what you need to achieve to run your service (service objectives). A
service objective might be ‘to run classes in mother tongue for 30 children twice a
week by the end of the year’.
Secondly, what you need to achieve to run the organisation (organisational
objectives). For example: To have a constitution agreed by all members by April.
For now, just think about the service objectives.
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How many classes do you want to run?
How many teachers do you want to recruit?
How many students will you accept in each class?
o If the class size is too large you may find that very little is being achieved.
For children under 8, the recommended ratio of adults to children is 1:8
and for children over 8 it is 1:12.
Will the classes run throughout the year or will they be timed to coincide with
school terms or school holidays?
What improvements will you expect, i.e. increases in S.A.T scores etc?
Who is running your organisation?
The people in charge of a voluntary organisation are often called a management
committee, board, executive committee, trustees or governors. Whatever they
are called, they are unpaid volunteers who have responsibility for the group. All
share responsibility equally, but often three or four are given specific
responsibilities – for example the chair, (guiding the organisation, chairing
meetings) the secretary (arranging meetings) and the treasurer (administering
money).
Write down everyone who is currently involved, their position in the organisation
(if they have one), and their relevant skills. At the end of this guide is a checklist
of skills that are useful in running supplementary schools.
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Using the checklist write down the skills you believe you require in the
organisation, the type of person you would like to recruit to provide those skills,
and a description of the role they will fulfil.
Who is running your service?
The people running the service may be different from the people managing the
organisation. For example, your teachers may run the classes and plan the
lessons, while the Committee is responsible for the whole organisation. Given
your objectives for the service you want to run, think about what teachers you will
need to recruit to offer the service.
Write down the type of person who will run the service you plan to offer.
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What qualification and experience will you look for? Many teachers who
qualified overseas are now available to teach in supplementary schools.
How much will they be paid? This can vary from range from £5 an hour to £20
depending on the level of qualification you expect.
What will be your recruitment process? How will you supervise staff and
appraise their performance? If there is no head teacher, then one or two
people from the Management Committee will have to do this work. If there is
a head teacher, then members of the committee will still need to supervise
and appraise the head teacher.
Are you able to afford to run background checks on teachers through the
Criminal Records Bureau? These checks are compulsory for people working
with children. IVAC has information about how to carry out those checks.
How will you provide staff development and training? Your staff will need
support to carry out their work and will want to develop their own skills, in
order to become better teachers. All training has costs associated with it both
in terms of finances and the time involved. A positive approach to training will
also help boost staff moral and confidence.
Stage three: Teaching
Having set your objectives, you need to decide how to achieve them. There is a
range of considerations that will affect how easily you will be able to meet your
objectives. The following list highlights the key points you need to consider when
planning your service. Further information on all these issues can be obtained
from the support organisations listed in appendix 1.
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Classes
o How long will the classes be? If children have to study after a day of
mainstream schooling they may be tired or restless and you will need to
think how best to engage them.
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o Does your curriculum follow national standards, and does it complement
teaching in mainstream schools?
o Where will classes be held? You must be satisfied that children both in
and out of classes will be safe. Also the classes should be easy for the
children to reach, either by themselves or by being dropped off by parents.
o Who will provide first aid if it is required? Do you have a clear policy for
handling unwell children?
o What will be your approach for classroom management? How will
unacceptable behaviour be addressed and all the children encouraged to
achieve?
o Will you be providing meals to the children? Are you aware of their dietary
needs and health and safety requirements?
o Will you be keeping a register of children attending the school? What will
be your policy towards absent children and truancy?
o How will you monitor and evaluate the children’s achievements? What
records will you keep? Who will keep them and where?
o What materials will you use and Where will you acquire them?
o How will you involve parents? Parents are often the key to ensuring
children attend your school and you will have to work with them to get their
support. For example some supplementary schools identify certain duties
that parents can undertake to be involved with the school, and rotate
these duties between parents. Parents meetings and newsletters are
another good way of keeping parents in touch.
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Legal Requirements
o Background checks on teachers. All people working with children now
need to have their backgrounds checked through the Criminal Records
Bureau.
o OFSTED inspections – this is the government department responsible for
investigating all schools in Britain and ensuring the quality of education
and the standard of pupil achievements. Supplementary schools are very
likely to be required to register with them. Their contact details are at the
end of the pack.
o Health and Safety – You will need to provide a safe workplace for the
teachers as well as ensure procedures in case of fire are taught to both
children and adults.
o Insurance – Are you protected if children have accident while in your
care? What is your child protection policy? If you do not have one then
you may find yourself liable for any accidents. Also many funders require
organisations to have a child protection policy as do the Charity
Commission before you can register as a charity.
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Outside Agencies
o An excellent way of ensuring your school complements mainstream
schools is to contact them and ask them what they are doing so you can
see what you need to do.
o The Local Education Authority and the Play and Youth section of your
local council will also be good contacts to develop.
Stage four: structure your organisation
Think about the structure and management of the organisation
Will your organisation be charitable?
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Charities are for the public benefit meaning that there should be a wide range
of people from whom the school can draw students.
The people who run charities, the committee, cannot be paid
Charities cannot carry out any political activity
It helps with some funders if you are a registered charity
If your organisation is charitable, it needs to register with the Charity
Commission, and send financial information to them each year.
IVAC can help you decide whether you should be a charity and how to apply.
What type of organisation will you set up?
There are, broadly speaking, three types of organisations; trust, associations and
companies. You will probably want to set up as an association or company. All
three types of organisation can be charities. IVAC has more information as to
which type would be suitable for your school.
Associations / Trusts
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Associations and trusts are groups of individuals
All members are equally liable in the event of the group getting into debt
If the group enters into a contract (for example, to rent a building) individual
committee members need to sign the contract on behalf of the organisation
Associations have general meetings of members each year, where the
management committee is elected
Associations are very simple to set up
Trusts do not have members or elections – the first people who set up the
organisation continue to run it
Companies
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Companies have ‘legal identities they can enter into contracts in their own
name.
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Companies have limited liability. This means if the company has to close,
then the individual members only have to pay a limited sum (usually £1)
towards any debts.
Companies have to be registered with Companies House, and send financial
information to them every year.
DECIDE
Are you charitable or not?
Will you set up a trust, association, or company?
Have you discussed this with IVAC?
Stage five: Organisational Objectives for year 1
Along with the objectives for the service you plan to run, you need objectives for
setting up the organisation. These will be broadly similar for all new groups.
You need to set objectives for setting up the organisation. These should include:
 To get a group together to form the management committee of the new
organisation, with the necessary skills
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To agree the organisation’s aims and objectives
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To agree a constitution (for an association) or memorandum and articles
(for a company).
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To hold regular committee meetings, with agendas circulated in advance
and written minutes of decisions
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If you are a company, to register with Companies House, use forms 10, 12
and 30(5)(c).
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You may need to comply with OFSTED guidelines on teaching children.
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If you need to register as a charity then contact the Charity Commission
for an application pack.
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To set up a bank account with at least two signatories who are members
of the committee. You should ask for a Clubs and Societies account at
your local bank. IVAC has a list of the names that different banks give to
these types of accounts.
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To agree necessary procedures and policies to ensure that children are
safe and the organisation is meeting its legal requirements as well as
properly recording and accounting for its money. A list of these policies is
at the end of the guide.
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Write down any other objectives for the organisation to be achieved in
year one
Stage six: develop a budget
Decide on your financial year. Most organisations keep the year 1 April – March
31st. When you produce annual (i.e. yearly) accounts, they will cover all
transactions in the financial year.
Decide roughly how much you will spend in the first year on different activities.
Consider what your objectives are for year one. How much will it cost to meet
these objectives? If you have planned to recruit staff, how much will you need to
budget for their salaries? If you do not know, research. If you plan to buy a
computer – ring up computer companies and find out how much the item you
want costs. Be accurate and realistic.
Item
TOTAL
Cost
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Stage seven: think about funding
First you need to know when you need money, and how much, to run the service
as planned. Then decide who will do the fundraising in your organisation. Then
you need to research possible funders, and research the different ways of
funding. You might want to consider selling some of your service to raise money
– but do take advice on tax for this (from IVAC). Then you need to start carrying
out whatever fundraising plan you have made.
When do you need the money by? How much do you need?
Who will research the information on funders?
Who will write funding applications and letters?
Decide how much money you will get from which sources. You do not need to
raise funds from all the sources below.
Trusts
Lottery
Local government
Central government
Companies
Individuals
Members
Running events
Selling services – this is an effective way of raising funds that can be spent on
any part of the organisation. However you need to consider the effect this will
have on those families who may not be able to afford fees that are too high, or at
all.
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Stage eight: Putting it all together
Use this document as a plan to help you organise the first year. Start to achieve
the objectives you have set for your service and organisation. To recap
 Agree an AIM
 RESEARCH the need for the service, RESEARCH the people who will
use you service, and RESEARCH other similar organisations.
 Get founder members to JOIN your organisation
 Plan your SERVICE
 Agree a STRUCTURE and CONSTITUTION for your organisation, then
follow it
 Set a BUDGET for you service and organisation
 Open BANK ACCOUNTS
 Open cash and petty cash BOOKS
 Start FUNDRAISING
 RUN YOUR SERVICE
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Skills in Running a Supplementary School.
The following is a list of skills that would be of use in running your school. However
this is a comprehensive list, and you should not feel that your organisation is failing if
you cannot meet them all. Instead look to see how you can train or recruit people with
those skills, identify how crucial they are to your group and over what time period this
development will happen. Remember the essential qualities for running any voluntary
organisation are commitment and a willingness to contribute. With those two anything
can be done.
Skills/Knowledge
Giving direction and planning
Setting aims and objectives
Devising a mission strategy
Devising policy
Strategic planning
Equal Opportunities
Assessing Progress
Monitoring progress
Reviewing Work
Appraisal
Evaluation
Working in teams and committee skills
Speaking
Listening
Taking Notes
Reading and using written information
Decision making
Summarising
Chairing meetings
Setting agendas
Taking minutes
Specialist Skills
Legal
Marketing
Publishing
Contracting
Knowledge of the organisation
Principles of Teaching
Practice of Teaching
The National Curriculum
Practice of Childcare
Knowledge of the subjects taught
Finance and Resource Management
Costing Projects
Budgeting
Understanding Management Accounts
Monitoring cash flow
Investing assets and excess cash
Business planning
Insurance
Managing a building
Fundraising and Promotion
Reading and filling in application forms
Negotiating grants
Finding new donors and supporters
Organising fundraising activities and
events
Liasing with the media and getting
publicity
Dealing with local government
Dealing with central Govt
Lobbying and campaigning
Promotion
Managing people
Managing staff and being a good employer
Managing volunteers
Employment law and practice
Motivating staff, volunteers, supporters
and donors
Recruiting staff
Negotiating
Discipline and grievance procedures
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Policies
Much like skills, there are a huge range of policies that could be considered
essential. In fact there are too many for a group that is just starting up. One of
your jobs as a committee is to decide which of these policies you need to have in
place and which you will develop over time. It is better to focus on having the
essential ones in place, than to have none at all or to rush through a number of
policies that are inadequate and have not been understood by committee or staff.
For instance if you are not planning on employing staff for a while, then many of
these policies will not apply to you. This list is meant as a checklist for new
groups and the more established groups to measure their progress. IVAC can
help you write many of these and provide models for you to use.
Equal Opportunities policy that covers;
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Recruitment and selection of staff
Recruitment and placing of volunteers
Conditions of employment
Recruitment of members
Recruitment of Management Committee
Promoting and Publicising the organisation
Recruitment of users
Provision of activities or services
Dealing with racist, sexist or other personally abusive actions by staff, volunteers,
users, members, committee members and visitors
Financial control policy that covers;
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Financial Decision Making- who makes which decisions
Budgets- how they are drawn up, budgetary controls, how variances (expenditure
or income above and below budget) are dealt with
Expenditure- Who can authorise it
Cheques- Who can sign
Cash- Petty cash procedures need to be drawn up
Record keeping and who has access to it
Gifts and Payment of services
Personnel policies– Many of these will be covered by using a model contract that can be
obtained from IVAC.
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Recruitment and selection for employees, trainees and volunteers
Induction programme
Probationary period
Pay
Pension schemes
Expenses procedures
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Timekeeping and hours of work
Sickness
Holidays and leave
Maternity
Compassionate or discretionary leave
Arrangements for supervision and appraisal of staff
Access to training
Disciplinary procedures
Grievance procedures
Retirement and redundancy procedures
Confidentiality of information and data protection
Relationship between management committee, managers and union
Background checks on teachers and those working with children
Premises Management policy that covers;
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How premises can be used and who can and cannot use them
Security- access to keys
Responsibility for cleaning
Health and Safety requirements
Procedures for bookings, deposits, security
Insurance to cover liability of people using the building.
Service delivery policy that covers;
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Working methods and procedures- who does what, when and how, job
boundaries, who is accountable to whom
Child Protection policy including rules governing behaviour and appropriate
handling of children
Working with parents and carers and responding appropriately to comments and
complaints made by them.
Opening hours, when the organisation’s services are available, whether the
organisation can be closed (for maintenance) and who decides it, what happens if
a worker does not arrive for a shift
Standards- how much work is to be done and what standards it is to be done to,
how quantity and quality are monitored, what happens if work does meet the
required standards
Health and Safety- Requirements for premises, staff, volunteers, children –
including first aid and what to do with children who are unwell. Also if you
provide food, being sure to check on dietary requirements of children.
Confidentiality
Access and use of services for children and people with disabilities
Access for speakers of other languages
Policy on charging for activities, goods, services of facilities
Equipment; who can use it, safety regulations, responsibility for repair and
maintenance
Stock- who can use it
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Outside contacts- who can negotiate or speak on behalf of the organisation, who
can talk to the media
OFSTED Requirements
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It is likely that all supplementary and mother tongue schools will have to submit
to OFSTED inspection. Much of what has been said in this pack will help you in
being inspected and registered, but you will also need to contact OFSTED to
arrange for a full information pack.
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Contacts
Cambridge Educational Associates
Ethnic Minority Achievement Service
CEA@Islington
Block A, Barnsbury Complex
London
N1 1QF
Tel: 020 7527 5852
The Ethnic Minority Achievement Service is part of CEA who run the schools
within Islington. Their aim is to promote the achievement of pupils from ethnic
minorities and they are very keen to work with supplementary schools of all types
to achieve this.
Charity Commission
20 Kings Parade
Queens Dock
Liverpool
L3 4DQ
Tel: 0870 333 0123
Website: www.charity-commission.gov.uk
The government department responsible for registering and monitoring charities.
It is likely that many supplementary schools will be charities, and once their
income is above £1,000 a year, they are legally required to register with the
Charity Commission. The Liverpool office deals with all registration applications.
Enquiries from registered charities with an annual income of over £10,000 are
dealt with by the London Office. Contact the helpline or website for more details.
Companies House
PO BOX 29019
21 Bloomsbury Street
London
WC1B 3XD
Information & Telesales: 0870 3333636
Website: www.companieshouse.gov.uk
If you want to set the school up as a company, then it must be registered with
Companies House. You can order a company registration pack from them
through their website or over the telephone. It is likely you will also want form
30(5)(a) which allows charities to drop the word Ltd from their name.
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Criminal Records Bureau
PO Box 110,
Liverpool
L3 6ZZ
Information line: 0870 90 90 811
Registration application line: 0870 90 90 822
Website: www.crb.gov.uk; for background checks www.crb.gov.uk
The government body responsible for providing background checks on
employees. This service is very new and there are delays in processing
applications. It is however compulsory that all people who work with children
have background checks to ensure that they are not disqualified from working
with children.
Fair Play for Children
Fair Play,
Freepost,
Bognor Regis
PO21 1YZ
Tel: 0845-330 7635,
e-mail: fairplay@arunet.co.uk
Web Site: www.arunet.co.uk/fairplay
Fairplay for Children is a charity promoting opportunities for play and
development for young children. They run training and provide information on
issues such as child protection policies and the laws regarding care for children.
Inland Revenue
IR Charities
Room 140
St Johns House
Merton Road
Bootle
Merseyside
L69 9BB
Tel: 0151 472 6036/6037
Website: www.inlandrevenue.gov.uk/charities/index.htm
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The Inland Revenue is responsible for ensuring that organisations pay all the tax
that they owe. As the situation with charities can often be confusing they have set
up a specific charities department that you can contact. They also provide advice
on how charities can reclaim tax on donations that they receive from individuals.
OFSTED
Alexandra House,
33 Kingsway,
London, WC2B 6SE
Tel: 020 7421 6567
Website: www.ofsted.gov.uk
The government body charged with inspecting young people’s and children’s
educational and play facilities in England. Its remit is extremely wide covering Manages the system of school inspections, providing for the regular inspection of
all 24,000 schools in England, which are wholly or mainly state-funded.
In addition to school inspections it undertakes reviews of local education
authorities (LEAs), initial teacher training courses, the private, voluntary and
independent nursery sector, independent schools (including independent special
schools) and service children's education and report on LEA-funded youth
services.
It also reports on the impact of government initiatives such as education action
zones and the national numeracy and literacy strategies.
In 2001, Ofsted assumed responsibility for inspecting all education and training
for ages 16-19 in sixth form and further education colleges. Through area-wide
inspection reports, we review the overall planning of education and training
provision for post-16 learners throughout England.
In 2000 it assumed responsibility for the regulation and registration of all early
years childcare and education at borough level. Since September 2001 this has
added the task of inspecting some 100,000 childminders and 40,000 day-care
establishments to the inspection programmes.
Therefore if you are planning to carry out any kind of educational and play work
for under 18’s in Islington, you will need to be familiar with the requirements of
Ofsted, and most likely have to be inspected and registered with them.
Race of the Agenda
Bow House Business Centre
153-159 Bow Road
London
E3 2SE
STARTING YOUR SUPPLEMENTARY SCHOOL
SMALL GROUPS TEAM
Tel: 020 8983 7144
Website: www.rota.org.uk
ROTA is a social policy think tank devoted to issues that effect London's Black
and Minority Ethnic (BME) communities. They work towards the elimination of
discrimination and promote both equality of opportunity and best practice. Their
educational policy officer (currently Richard Reddie) is developing policy on
supplementary schools. Check their website for more information.
Resource Unit for Supplementary and Mother Tongue Schools
356 Holloway Road
London
N7 6PA
United Kingdom
Tel 020 77008189
E mail: info@resourceunit.com
Website: www.resourceunit.com
The Resource Unit aims to help improve the effectiveness of supplementary and
mother tongue schools by providing advice, consultancy, training and support as
well as publishing a variety of useful books. It also works to help supplementary
schools develop links with each other and improve through mutual support.
Supplementary Schools Support Service
London Region
Unit 2
11 Mowll Street
London SW2 6BG
Tel 0207 820 7688
Fax 0207 793 7801
Email: enquiries@asauk.org
Website: www.supplementaryschools.org.uk
The Supplementary Schools Support Service works to build links between
supplementary schools and their local communities. It supports communitybased out of school hours learning organisations that seek to improve
educational opportunities for Black and minority ethnic pupils.
It achieves this through offering a range of services to supplementary school
organisations, including:
 Telephone advice and guidance
 Email discussion list
 Helpsheets and guidance materials
 Supplementary school tutor training
 Partnership advice
STARTING YOUR SUPPLEMENTARY SCHOOL
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SMALL GROUPS TEAM
LEA practice sharing and networking
Local forum and networking advice
INTERNET RESOURCES
Many of the organisations listed above have their own website, containing
information relevant to setting up and running a supplementary school. Other
sites of interest are:
Dfes
www.standards.dfes.gov.uk/studysupport/res/publications/supp_motherto
ngue
This website has a extensive list of guidance and information related to school,
including a much longer guide to setting up and running a supplementary school.
Well worth looking at.
NACVS
www.nacvs.org.uk
A useful site for locating your nearest Council for Voluntary Service.