How the East Midlands Supplementary Education Network Began

The East Midlands Supplementary Education Network grew directly from conversations with supplementary school leaders, educators, children, young people and families. Rather than beginning with a predetermined structure, the Network emerged from community engagement and a shared recognition that supplementary schools could achieve more by working together.

An important first step was the Nottingham Supplementary Schools Networking Workshop, held on 25 January 2025. Organised by Olivia Walsh and Haya Fakoush and funded by the University of Nottingham’s City as Lab, the workshop brought together representatives from 15 supplementary schools.

The schools represented a remarkable range of languages and communities, including Arabic, Chinese Mandarine, Greek, Hindi, Lithuanian, Polish, Tamil, Ukrainian and Yoruba. The YPF Trust also shared its experience of working with supplementary schools in London, offering valuable insights into supporting community-led education, strengthening partnerships and raising the profile of supplementary education. Despite their different linguistic and cultural backgrounds, discussions revealed that the schools shared many of the same experiences, ambitions and challenges.

A clear need for a network

The workshop demonstrated strong demand for a network that could connect supplementary schools, strengthen their collective voice and increase recognition of the important role they play.

Participants highlighted the considerable benefits of heritage language education. Supplementary schools help children develop confidence and a secure sense of identity and belonging. They enable young people to communicate with grandparents and extended family, maintain connections with their cultural heritage and develop greater openness towards other languages and cultures.

At the same time, school leaders identified significant common challenges. These included limited recognition and visibility, difficulties accessing funding, finding suitable and affordable teaching spaces, navigating financial and educational regulations, developing curricula, training teachers and accessing safeguarding support.

Participants also raised concerns about qualifications. Although GCSE and A Level examinations are available for some community languages, young people can receive limited support from mainstream schools in preparing for and accessing these examinations. The availability of independent examination centres and differing recognition of language qualifications were also identified as concerns.

Young people's voices shaped our direction

A second important milestone was the Celebration of Mother Language Day on 21 February 2025, organised by the Complementary Education Network and funded by the British Association for International and Comparative Education (BAICE).

Young people's contributions at the event demonstrated why heritage language education matters. They described journeys from feeling embarrassed about speaking their heritage languages to developing pride in their multilingual identities.

They spoke about gaining confidence, making friendships and being able to communicate meaningfully with grandparents and relatives abroad. One young person explained how their positive experience of supplementary education influenced their decision to pursue language studies at university.

These testimonies reinforced an important principle: heritage language education is about much more than learning a language. It can strengthen identity, family relationships, confidence, cultural understanding and a sense of belonging.

From conversation to collaboration

The messages from both events were clear. Supplementary schools were doing valuable work within their communities, but many were addressing similar challenges independently. There was an opportunity to connect this expertise, share resources and experience, increase visibility and create a stronger collective voice.

These conversations became the foundation for the East Midlands Supplementary Education Network.

The Network is therefore rooted in co-creation and community engagement. Its development reflects what supplementary schools, educators and young people told us they needed: greater collaboration, stronger support and wider recognition of heritage language education and multilingualism.

What began as a gathering of schools has developed into a growing community with a shared purpose — to connect supplementary schools, celebrate linguistic and cultural heritage, support the people who sustain these important educational spaces, and promote multilingualism as a normal and valuable part of our society.