Devasted that Luljeta Nuzi has died after a long fight with cancer. An incredible, dynamic, fierce woman whose optimism and passion for equality for all, in education, as women, as members of refugee and global majority communities will remain an inspiration for those who met her. I first met Luljeta in 2009 when she came […]
Luljeta Nuzi, founder director of Shpresa
Devasted that Luljeta Nuzi has died after a long fight with cancer. An incredible, dynamic, fierce woman whose optimism and passion for equality for all, in education, as women, as members of refugee and global majority communities will remain an inspiration for those who met her.
I first met Luljeta in 2009 when she came to ContinYou to present Shpresa Programme’s supplementary education provision. The partnerships Shpresa built with mainstream schools were extraordinary. Always respectful and rigorous in maintaining good relationships with councillors, MPs and school leadership teams; Luljeta secured the collaborative partnerships every community group desires but rarely achieves. She was so generous in sharing her methods and ideas with others. An inspiration for many. Although few had her energy, she made it seem possible that true respect could exist between educationalists from the statutory and the community sector.
A real friend to me as we established NRCSE as an independent charity she even found time to sit on the NRCSE board of trustees and helped shaped the Quality Mark for Supplementary Education as a member of the national advisory group (below) made up of some of the very best supplementary schools in England.
Her vision to bring all Newham’s community-led projects forwards with Shpresa helped small groups grow and provide opportunities for joy, pride in culture and mother tongue and growth for young people. Her delight in the achievement of others was truly magical.
Luljeta was a role model for cultural pride and integration. No need to hide culture or forget mother tongue when aspiring to academic success in English: she showed young people they could be themselves and be the best.
All the staff at NRCSE join me to send condolences to her family, colleagues and friends and to remember her generosity in helping other groups. Angela Bell recalls ‘Her truly inclusive way of making sure everyone in the room had their voice heard, putting everyone’s ideas up on the wall for all to see. Absolutely empowering.’ Mojgan Solmani remembers her first meeting with Luljeta, wondering how one person could manage a large family alongside numerous charitable organisations and refugee communities – all at a professional level. Deeply impressed by all that energy and positivity’.
Her legacy lives on in all those she has touched; in all the young people she supported, now leaders themselves.
Rest in peace and rise in power Luli
Pascale
The Languages Gateway
We are excited to introduce supplementary schools to “The Languages Gateway,” the UK’s innovative portal dedicated to languages. This collaborative initiative is designed to serve as a comprehensive gateway, connecting individuals and organisations involved in the field. The Languages Gateway provides a wealth of opportunities, resources, and information concerning languages and their crucial role in understanding and appreciating diverse cultures and societies.
The Languages Gateway is a joint effort brought to you by a consortium of leading organisations in the fields of languages, skills, and education. The need for this invaluable portal was identified through the collaborative efforts of ‘Towards a National Languages Strategy‘, which was produced by five organisations:
- The British Academy
- The Arts and Humanities Research Council (AHRC)
- The Association of School and College Leaders (ASCL)
- The British Council
- Universities UK
Initial funding for The Languages Gateway’s first phase of development has been generously provided by the British Academy. It is currently under further development in close consultation with lead organisations, which include the five and:
- The Association for Language Learning (ALL)
- The Association of University Language Communities in the UK and Ireland (AULC)
- The Chartered Institute of Linguists (CIOL)
- Education Scotland
- The Institute of Languages, Cultures and Societies (ILCS)
- The National Association of Language Advisers (NALA)
- The Northern Ireland Centre for Information on Language Teaching and Research (NICILT)
- YPF Trust | centre for supplementary education (formerly NRCSE)
- Routes Into Languages Cymru
- Scotland’s National Centre for Languages (SCILT)
- The University Council for Languages (UCFL)
If you are actively involved in languages or simply interested in learning more, we strongly encourage you to engage with their website and ensure your valuable content is represented. For further information, please refer to the attached briefing note.
Website: The Languages Gateway
Thank you for your attention, we look forward to seeing your involvement in this exciting venture.
Information session: Updated Out-of-School Settings Code of Practice and Guidance
Wednesday 11 October, 12:00 – 13:15
The YPF Trust, in collaboration with the YPF Network and the Department for Education (DfE), is delighted to host an information session regarding the updated Out-of-School Settings (OOSS) Code of Practice and Guidance for Parents, which was recently published on 19th September 2023.
This session provides a platform to hear directly from DfE representatives about the revised OOSS Code of Practice and to clarify any questions. The agenda includes a presentation from DfE, followed by a Q&A session.
The OOSS Code of Practice is a non-statutory guidance tailored for organisations or individuals offering community activities, tuition, or after-school clubs for children, also known as out-of-school settings (OOSS). This crucial guidance aims to assist providers in operating safe settings to ensure the welfare of the children under their care. It captures best practices on:
• Safeguarding and Child Protection
• Staff and Volunteer Suitability
• Health and Safety
• Governance
Safeguarding, and promoting the welfare of children, is everyone’s responsibility. The guidance has been created with reference to policies and guidelines in England.
It covers best practices and makes clear legal requirements. There is an expectation that all providers review, and comply with, what the law says they must do; see the legal requirements subheading at the end of each section.
For the full guidance, please refer to:
Join us for this important session to ensure the safety and well-being of children in out-of-school settings.
Creative Teaching and Learning Project INSET day Training
As part of the Supplementary Schools Programme funded by JLC, the Creative Teaching and Learning Project (CTL) focuses on the role of arts and cultural learning in transforming young people’s lives. Based on feedback and need, we provide capacity development programs for supplementary school teachers. These programs aim to support teachers in adopting more creative approaches to create inclusive and participatory learning environments, as well as child-friendly and fun lesson plans.
Within this project, we directly engage with teaching staff by providing INSET day training at the supplementary schools, ensuring that all teachers within one setting receive the same training to collaborate effectively as a team. Following the initial training, we offered follow-up sessions, partnering two supplementary schools to introduce the culture of collaborative learning and partnership within supplementary education, allowing teachers from different cultural backgrounds to work together and learn from each other. I believe the benefits of this programme for supplementary education are substantial, as reflected in the positive feedback we receive from head teachers and teachers who attend the training.
Check out our video which summarises the programme