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Exploring the impact of supplementary schools on Black and Minority Ethnic pupils' mainstream attainment

  • Uvanney Maylor
    ,
  • Anthea Rose
    ,
  • Sarah Minty
    ,
  • Alistair Ross
    ,
  • Tözün Issa
    ,
  • Kuyok Abol Kuyok
  • London Metropolitan University
    ,
  • University of Stirling
Research Output: Contribution to journal Article Peer-review

Abstract

This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 107-125

Journal (Volume, Issue Number)

British Educational Research Journal (Volume 39, Issue 1)

Publication milestones

  • Published - 17/05/2012

Publication status

Published - 17/05/2012

ISSN

0141-1926

External Publication IDs

  • handle.net: 10547/224311
  • Scopus: 84875471375

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