The challenges of leading and managing Polish Saturday schools in the United Kingdom.

An extensive network of supplementary schools in the UK presents a significant yet under-researched area. There are between 3000 and 5000 supplementary schools in Britain (Ives and Wyvil, 2008), of which around 140 are Polish supplementary schools (PSS) (Pedrak, 2022)). Notably, Polish is the third most common first language in England and Wales, after English and Welsh, representing 1.1% of the population, or 591,000 individuals (ONS, 2021).

Polish supplementary schools, like many others set up by ethnic minority communities, focus on educational programmes based either on a curriculum provided by the Polish government or AQA’s GCSE and A-level specifications. The education is conducted primarily at weekends and focuses on language acquisition and bilingual development, as well as the culture, history, and traditions of the minority community.

The establishment of these schools dates back to the post-World War II era, with one of the oldest, St Joseph's PSS, being founded in 1947 in Amersham (ORPEG, 2023). Due to lack of appropriate regulations and affiliations, the schools vary in size, organisational and management structures as well as leadership styles.

Our interest stems from devoting the last 15 years to leading and teaching in two PSS, one set up by post WW II migration and the other after Poland’s 2004 accession to the EU, as well as supporting the wider PSS networks, influencing curricula and working with Polish and British national exam bodies. We would like to gain deeper insight into this unique entrepreneurial ecosystem with a view of bringing a deeper understanding into how they are led, the challenges they face, how they establish partnerships with other supplementary schools, collaborations with mainstream schools and influence on relevant governmental policies.

This paper investigates leadership and entrepreneurship within two supplementary schools (PSSs) in England, using an autoethnographic approach and entrepreneurial self-reflection. By examining legal forms, leadership styles, and challenges and opportunities faced by these social enterprises, we aim to shed light on the dynamic landscape of well-established minority-language supplementary education that at first glance seems both attached and detached from the mainstream education. Our analysis of leadership styles and legal structures reveals diverse approaches and motivations, with implications for organizational effectiveness and adaptability. This preliminary exploration is intended to inform a larger study and assist policymakers and the government in supporting minority communities in the effective governance of supplementary schools, ultimately contributing to the education and development of minority communities and society at large.

Ives R and Wyvill B (2008) An Evaluation of the Somali Supplementary schools in Camden, Camden Children’s Fund
ONS (2021), Census 2021, Language in England and Wales; Language, England and Wales - Office for National Statistics (ons.gov.uk); accessed 21 June 2024.
Pedrak, A. (2022), Szkolnictwo Polonijne w Wielkiej Brytanii i Irlandii, in: Bogactwo Jezykowe i Kulturowe Europy w oczach Polakow i Cudzoziemcow, 4, Wydawnictwo Universytetu Lodzkiego, http://dx.doi.org/10.18778/8088-705-3.02