This study focused on supplementary schools in England. It aimed to map out the provision of education in these schools, and to investigate the contribution of supplementary schools to the education sector. It also aimed to scope the theoretical feasibility of conducting a quantitative study examining the impact of supplementary schools on attainment. The research included: a literature review; survey responses from 301 supplementary schools; and case studies conducted in 12 supplementary schools.
Key Findings from the report:
Between 3 and 8 percent of all pupils aged 5 to 16 were estimated to be in contact with supplementary schools at any one time. This translated to between 18 and 28 percent of all children of this age from non-White British communities.
Some 85 percent of supplementary schools surveyed provided teaching in culture and heritage and 79 percent taught community or mother-tongue languages.
Some 68 percent of responding supplementary schools offered teaching in National Curriculum subjects - the majority focused on Maths (63 percent) and English (60 percent) and 70 percent of schools provided coaching for exams and tests.
Most surveyed supplementary schools had both voluntary and paid teachers (78 percent had at least one voluntary teacher, 62 percent had at least one paid teacher). Class sizes in surveyed schools were typically smaller than in mainstream schools: in 82 percent of the schools a typical class had 20 or fewer pupils.
Supplementary schools were most likely to operate on Saturdays (64 percent of respondents mentioned this), while 41 percent of supplementary schools operated on weekdays before and after the normal school hours, and 28 percent of schools operated on Sundays. Some 85 percent operated in term time, and 34 percent said they ran during school holidays.
More than half the schools reported that pupils attended three or more hours per week for all ages (under 5s up to age 18).
Most supplementary schools were funded through local authority grants, followed by pupil fees. Although most supplementary schools operate from mainstream school premises, the majority of supplementary schools had no links with mainstream schools.
Parents interviewed in the case study schools believed participation in supplementary school increased their children’s attainment at mainstream school. They also thought it improved pupils’ confidence, and that pupils’ cultural identity was reinforced as a result of attendance. Parents furthermore believed that attendance at supplementary school would improve children’s interest, motivation and engagement with learning.
Interviews with teachers and headteachers in the case study schools suggested that that staff in the schools were very committed to their work. Their main concerns were about the funding of the schools, and whether they would be able to continue in the future with their current level of funding.
Overall, this research has shown that pupils attending supplementary schools derive immense support from their attendance. This was due to more concentrated teacher-pupil time, and the different ethos created by the supplementary schools. Case study respondents also emphasised the importance of having pupils taught by teachers from similar backgrounds, with shared culture and heritage, norms and expectations. The research also indicates that there is a need for better understanding at a policy level of the added value, and not just in relation to academic attainment, that supplementary schools offer to children’s learning.
Reference:DCSF-RR210
Published:February 2010
