Leeds Community Mandarin Chinese School
This case study describes how a local Chinese community, an education authority and a local maintained school have formed a successful partnership to develop a complementary school and increase provision of language and cultural opportunities for Chinese children and students.
Polish Community School
This case study describes why and how a partnership was developed between a Polish complementary school and a maintained school. Read about how resources are shared, how both schools benefit from the collaborative approach and how they intend to develop their work.
Sarah Bonnell
The case study describes a maintained school committed to language learning. Bengali, Mandarin, Urdu as well as French, German, Italian and Spanish are taught within the curriculum and lunch-time clubs offer Arabic, Farsi, Gujarati and Yoruba language teaching. No distinction is made between MFL and community languages which are normally referred to as World languages. Unqualified staff are supported by the school in gaining full teacher status. The school is also involved in exciting overseas projects and their commitment to internationalism enhances its embrace of equal opportunities.
John Kelly Boys’ Technology College
This college decided to set up their own Saturday school to provide pre GCSE classes in the school’s main languages Arabic, Urdu and Gujarati, as well as ESOL classes to parents and the local community. Thanks to the Saturday school, the profile of the college has been raised in the local community and more students than ever are taking community languages at GCSE, AS and A2 level which has had a positive impact on the college’s GCSE results.
Anglo-Spanish Day Nursery: Community Cohesion
At this Anglo-Spanish Day Nursery in Clapham, South London, children from all cultural backgrounds are cared for and are given a fully bilingual early education. Gloria Gómez Canal, who co-runs the nursery, explains how bilingual children are more culturally aware and behave better than monolingual children.
Plashet School
Plashet School provides community languages teaching within the curriculum and as twilight sessions out of school hours. They collaborate with the local Tamil community who use their premises and they also support other maintained schools in the area teaching community languages. The success of the community languages classes has raised the reputation of the school, increased the numbers of visitors and helped raise the self esteem of students.
Shpresa
This Albanian complementary school works in partnership with 9 maintained schools. Read about how their partners are identified and how they went about setting up a partnership with one of the maintained schools they work with, and how the Albanian students benefit from learning their mother tongue and more about their roots.
Guru Nanak Gurdwara
This Panjabi supplementary school has provided Panjabi language classes to the local community for 20 years. Since a refocus in 2002 on accrediting learners’ language skills, the school grew from 15 to 125 students. They welcome children as young as 4 years old into classes which have proved a real success. Panjabi is taught up to GCSE, AS and A level with a high success rate. The Head teacher is currently exploring the potential of introducing Asset Languages qualifications.
Elizabeth Garrett Anderson Language College
Elizabeth Garrett Anderson became a Language College in 2000 and always tries to get involved in exciting initiatives to support their vision of maximising attainment, aspiration and creativity through working closely with students, families and communities at local and national level. 59 languages are spoken and the school feels it has a cohesive and harmonious school community where students self esteem and curiosity about other cultural language backgrounds is high.
Cardinal Newman Catholic School
The case study describes why and how partnership in the Polish language and GCSE exams was developed between a maintained and a Polish complementary school, and the positive impact the collaborative work has had on both schools in terms of pupil motivation and confidence.
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