{{Short description|Community-based school to supplement mainstream education}} {{Lead too short|date=April 2020}} A '''supplementary school''' is a community-based initiative to provide additional educational support for children also attending mainstream schools. They are often geared to provide specific language, cultural and religious teaching for children from ethnic minorities.<ref>{{cite web|url=http://www.supplementaryeducation.org.uk/supplementary-education-the-nrc/ |title=Supplementary Education|publisher= National Resource Centre for Supplementary Education |website=NRCSE|date= |access-date=26 July 2017}}</ref>
==Supplementary schools by ethnicity==
===Black supplementary schools in the UK=== A movement for Black supplementary schools started in Britain in the mid-1960s, first among the African-Caribbean communities, and then among other African communities. After a leaked report from the Inner London Education Authority revealed that children of West Indian immigrants were being labelled "Educationally Sub-Normal" (ESN), educationist Bernard Coard published his 1971 book ''How the West Indian Child is Made Educationally Sub-normal in the British School System'', which led to parents setting up supplementary Saturday schools to support their children's education.<ref>{{cite web|url=https://blackballad.co.uk/views-voices/saturday-schools--black-supplementary-schools-movement|title=The Black Supplementary School Movement Is As Essential As It's Ever Been|website=Black Ballad|access-date=14 February 2023}}</ref><ref>{{cite news|url=https://www.voice-online.co.uk/entertainment/2021/05/14/steve-mcqueen-praises-black-parents-who-exposed-subnormal-schools-ahead-of-new-bbc-documentary-about-the-scandal/|title=Steve McQueen praises black parents who exposed 'subnormal' schools ahead of new BBC documentary about the scandal|newspaper=The Voice|first= Leah|last= Mahon|date=14 March 2021|access-date=14 February 2023}}</ref> The movement arose from the view that racism was holding children from African-Caribbean communities back, and the schools primarily addressed two issues: the provision of basic education, along with a specific cultural programme.<ref>{{cite web|author=CERS |url=http://cers.leeds.ac.uk/2015/01/26/its-time-for-black-schools-lessons-from-the-black-supplementary-school-movement/ |title=It's time for Black Schools: Lessons from the Black supplementary school movement : Centre for Ethnicity and Racism Studies |website=Cers.leeds.ac.uk |publisher=University of Leeds|date=26 January 2015 |access-date=26 July 2017}}</ref> The George Padmore Institute maintains an archive of material relating to this movement.<ref name=LKJ>[http://www.lintonkwesijohnson.com/2008/12/17/about-the-george-padmore-institute/ "About the George Padmore Institute"], LKJ Records, 17 December 2008.</ref>
===Japanese supplementary schools worldwide=== Hoshū jugyō kō are Japanese supplementary schools in developed overseas countries supported by the Japanese Ministry of Education, Culture, Sports, Science and Technology.<ref name=Goodmanp179>Goodman, Roger. "The changing perception and status of ''kikokushijo''." In: Goodman, Roger, Ceri Peach, Ayumi Takenaka, and Paul White (editors). ''Global Japan: The Experience of Japan's New Immigrant and Overseas Communities''. Routledge, 27 June 2005. p. [https://books.google.com/books?id=S1WBAgAAQBAJ&pg=PA179 179]. "Official policy (see Monbusho, 1985) was that Nihonjingakko should be set up in developing countries, hoshuko in the developed world."</ref>
==References== {{Reflist|30em}}
Category:Schools Category:School types Category:Alternative education