At the heart of Mulberry School for Girls’ ethos is the belief that every young person deserves the opportunity to develop as a fully rounded individual, with the skill and qualities they need to lead fulfilled lives.

Through access to extra-curricular activities, students are able to develop confidence, creativity, leadership skills and a life-long love of learning which benefits both their academic achievement and provides them with valuable life experience. By providing access to the best possible opportunities, Mulberry has consistently proven that socio-economic disadvantage need not prevent students from achieving academic success and flourishing as individuals.

We are proud to offer one of the most extensive Extended Learning programmes in the country. Our outstanding enrichment programme is comprised of four strands: Global Education, Out of Hours Learning, Pupil Voice and Women’s Education.

Mulberry’s pioneering work in the arts provides a platform for young British, Muslim women to have their voices heard. The school’s arts education programme is well-known in London and we count the National Theatre, the British Film Institute, the Donmar Warehouse, the Royal Court Theatre and Southbank Centre amongst our valued partners.

For more information visit the following pages and read our case studies below to learn more about the Provision for Extended Learning at our school.

For further information about our Provision for Extended Learning, please contact:

Mr Ollie Creed
Enrichment Learning Coordinator
Email: ocreed@mulberryschoolstrust.org

Case Studies – Provision for Extended Learning 

Confidence, Creativity and Leadership and learning for Young Women

Introduction

At Mulberry we believe that opportunities for learning outside of the classroom are vital to students’ attainment, confidence and success. We are proud to offer one of the most extensive Out of Hours Learning programmes in the country and offer over fifty extra-curricular activities each week, ranging from the arts to athletics.

In addition to teaching students new skills, such as first aid, debate and creative techniques, participation in Out of Hours Learning programmes enriches students’ wellbeing and supports them in pursuing their personal aspirations. Through Out of Hours Learning, students are able to learn new skills they can carry with them throughout their lives. These skills and qualifications can strengthen their CVs, making them more valuable to further education providers and employers. Through our activities students also learn vital leadership skills such as confident communication, team-work, commitment and responsibility.

Out of Hours Learning programmes increase student attainment; we offer a wide range of revision and intervention classes to ensure that all students have every opportunity for academic success. But even non-academic programmes help students to develop qualities that contribute to academic achievement, such as self-discipline, confidence, creative thinking and positive attitude to learning.

Ethos/Core Provision

  • Development of confidence for life, student leadership capacities.
  • Support delivery of the national curriculum requirements for Citizenship.
  • Provide opportunity for students to take part in new learning experiences that would not
    otherwise be available to them.
  • Increase student attainment through:
    • Targeted revision and intervention, activities;
    • Development of transferable skills and attitudes such as independence and self
      discipline.
  • Raise student aspiration, self confidence and skills in relation to higher education and career
    choices.
  • Engage students in activities which promote cohesion at the school, community, national
    and global level.
  • To promote the development of leadership by young women.

Areas of Good Practice

  • Delivery of a range of outstanding programmes promoting student self confidence, voice and leadership. These include programmes in public speaking, active Citizenship and Enterprise (Debate Mate, Global Classrooms Model UN, Poetry Society, Youth Conference and student playwrighting and performance).
  • A spectrum of opportunities addressing the needs and interests of a wide-range of students including extensive provision for SEN Students (each lunchtime) as well as a wide range of Gifted and Talented students, for example out school Debate Mate Programme.
  • A spectrum of activities providing students with a safe place to be before, during and after school, and during some school holidays.
  • Promotes community cohesion at the local, national and global level. Our award winning series of Youth Conference and Women’s Conferences draw together students from across the country in dialogue on key contemporary issues. We lead the Global Classrooms initiative in the UK, engaging students from 35 schools across the world in this outstanding Global Citizenship programme.
  • Leading Edge Practice: We have received Advanced Recognition from the Quality in Study Support programme, and have delivered a range of trainings and workshops to educators from around the country, in promotion of student leadership and global citizenship through Out of Hours Learning.
  • Strong links with local youth and community organisations, broadening a range of opportunities available to students through signposting, referral and shared initiatives.
  • Wide range of links with external organisations and practitioners providing students with wide and varied opportunities for learning An extensive revision and intervention programme, providing young people with targeted support to improve their academic outcomes.
  • Programme offer and design is informed by student voice; provision includes activities that are relevant to various cultural heritages of our students. This includes activities, such as Mendhi, Bollywood Dance, Fruit Craving, Salwar Kameez making that are particularly of interest to some of our Bengali students, as well as activities which appeal to school mircopopulations such as Street Dance, Arabic language and Model United Nations.

An Example of Out of Hours Work: Global Classrooms Model UN

Global Classrooms Model UN is the largest secondary school Model United Nations programme in London, serving over 800 students every year through two annual conferences; one in December and one in July. We are part of the international Global Classrooms network, coordinated by the UNA USA / United Nations Foundation. In 24 major cities around the world, Global Classrooms offers Model UN to students from state schools. In the UK the Global Classrooms programme is led by the Mulberry School for Girls.

  • Mulberry students organize two annual Model UN conferences each serving over 400 students from across London and around the world, in which students act as ‘delegates’ researching and representing the nations they have been assigned to represent.
  • Prior to the conference Mulberry Staff identify a conference topic – i.e. Climate Change, Violence Against Women, Women and Development, and develop curriculum linked to the topic. Mulberry staff offer annual training to teachers from the 35 schools we have involved in the project integrating the programme into the school.
  • The programme is for all students of all abilities and ages. There are several routes such as administrative roles, rapporteuring, press team journalists, delegates and chair positions.
  • Mulberry students are trained to serve one of the roles by attending weekly afterschool sessions. More experienced participants can apply to be on the Conference Secretariat, organising the activity the activity, or serve as Committee Chair People.
  • Older students actively participate in delivery of sessions including developing of curriculum and performing training younger students both at Mulberry and at other participating schools. This provides an outstanding opportunity for their growth and development.
  • Younger students are introduced to the programme through the integration of curricular materials into Year 9 Citizenship.
  • Of the Year 10 and Year 11 students participating in Model UN 37 of 40 are achieving above targeted levels academically.

Student outcomes

The programme has been hugely successful in engaging students and teachers in global issues and developing skills in leadership, debate, public speaking, research, negotiation, diplomacy and conflict resolution. Student leadership is at the heart of the programme; the committees are student led and delegates can take on increasing responsibility, eventually rising to the role of Secretary General.

Universities are impressed with our students’ leadership and participation in this programme and many former students are now involved in Model UN societies at LSE, SOAS, Queen Mary and York. These students return to support our programme which provides excellent role modelling in terms of progression and aspiration.

Model UN is the vehicle not only to teach students about becoming global citizens, but also acts as powerful tool for community cohesion for London’s young citizens. In Mulberry’s 2010 Ofsted report, the Model UN programme was highlighted as Outstanding.

Case Study A:

This is an extremely verbal and confident young woman, with strong leadership skills and great facility with language. She participates in a number of Out of Hours learning programmes and shows leadership across the school. Model UN has been the primary platform for her achievement and the programme is strongly linked to her sense of self and her capabilities. She has served as Secretary General of the programme, run training sessions at the school.

She states:

“I have been attending Mulberry school for a period of 5 years and have been privileged to take an extensive role in out of hours programmes. I have been involved in several projects such as, MUN, debate club, the environment committee and music clubs. In Year 10 I was Head Prefect as well as being a peer mediator and elected in the year council board. MUN in particular has embedded me in a thirst for knowledge about global situations and conflicts. It has given me a huge confidence boost.

Before joining MUN I was pretty much as average student, but through these clubs I have seen myself to grow as a confident young person. It has helped me mature also. These clubs are not just an extra part of school now, but they play an integral role in my education and life. They have not just given me skills for life but a driving ambition to do bigger things in the future and not fear of being heard. Mulberry taught me to become an active member in society but the extracurricular activities have taught me to a be a productive member too!”

Overall her progress in the core subject has been remarkable. At KS2 she attained scores of 5B in English, 5B in Science and 5A in Maths. At KS5 she had achieved a 7C for English, 7B for Maths and 7C for Science. Her GCSE scores consisted if As and Bs and she has received straight As for AS Politics, History and English. She attributes her success, particularly in politics and in history to the ‘worldview’ that her participation in Model UN has helped to develop.

Case Study B:

“In my primary school we did not have many clubs but when I came to Mulberry we have so many to choose from! I go to clubs to learn new skills and interact with older students in the school. The club that have been the most important club I have been to as I have got a lot from it. I have learnt how to debate and negotiate. I have also learnt how to represent a country and its position on global issues. I feel that my grades and concentration in lessons have increased. The club has also helped with my social skills and I am less shy around other students. I learned to connect with people and especially older students of the school.”

This is a year 10 student. When she first started at Mulberry she was enthusiastic, but quite immature for her age. She is on the school’s Special Needs register. Over the years, her verbal capacity has grown dramatically, achieving her predicted grades in Maths and English and far exceeding her targets in Science. At KS2 her English sublevel was a 4C, while by the end of KS3 she had reached a 6C, and she is on track to reach her target grades for KS4.

Case Study C:

This is a Gifted and Talented Year 12 student who has a history of participation in a number of Out of Hours Learning activities. Throughout her time at Mulberry her academic progress has exceeded expectation exceeding her GCSE targets and achieving 7 As and 5B for her GCSEs. At KS2 she achieved a level of 4B in English , 4A in Science and 4B in Maths. By KS3 she had achieved a 6A in English, a 7C in Science and a 6A in Maths. She believes that her participation in Model UN and in a range of other Out of Hours clubs have contributed to her success.

The activities that have been most important to her have been Model UN, Shakespeare’s Schools Festival. Through Out of Hours Learning she has earned a Bronze Arts Award and is currently working as a Youth Ambassador Tower Hamlets Summer University, and she is a Young Advisor, Peer Mentor and a Young Engineer. She is very outgoing and a confident young woman. She says that having the extracurricular activities at school has given her the chance to be a leader.

Case Study D:

A former student who was one of the first participants of Model UN speakers about her experience: She states: “Without a shadow of a doubt the Model United Nations programme at Mulberry School influenced me in the most significant of ways. I was one of six founding members of the club at the school in 2005, it was back then that we were a small group of friends that vaguely understood that a thing such as ‘International Relations ‘as an area of study existed; and the American phenomenon of Model UN allowed students to pretend they were effectively running the world through International Relations. . Our limited understanding of global politics took us to conferences across the public schools of London that had already discovered MUN, and those visits gave way to what quickly became a huge obsession. We pushed to hold our own conference and eventually secured the Global Classrooms UNA USA affiliation; and we are to this day the official UK branch of Global Classrooms. The conferences at Mulberry not only taught me the organisational skills that come with running an international professional conference on such a large scale but also equipped me with the leadership skills that allowed me to travel across the world doing MUN, take the presidency of my University Model United Nations Society and have most recently driven me to pursue and win the elections for the Presidency of Queen Mary Students Union.

Leadership is just one aspect of what the programme has taught me, I have also developed a great passion for global politics that really supported my academic learning. I was able to get through my GCSE’s with mostly A’s and A*’s with a few B’s and achieved AAB in my A levels. I recently received a 2:1 in my degree for a BA in History and Politics from Queen Mary University of London with a first for my dissertation. Model United Nations and its demanding work schedule instilled a deep seated work ethic in me that has taken me through my university studies whilst holding part time work throughout. Since those first few meetings in 2005, Model United Nations programme continues to be a huge part of my life. I have served as Director General for the programme for the past two years. I also continue to run the training and recruitment aspect for the conferences that we run at Mulberry as part of my role as Women’s Educations Officer. In its eighth year since its conception, the conference continues to grow and is still as important to me as it was in its first year. It was my experience in Model UN that has influenced my decision to pursue work in educational policy making, with a particular interest to bring the MUN/ global citizenship experience to as many students as possible. Whenever people ask what the most defining feature of my education is thus  far, I can quite comfortably respond that it is MUN that stands out the most.

An Example of Out of Hours Work: Kabita Collective – Spoken Word

This project was initiated by Bea Colley, Participation Producer in Literature and Spoken Word at Southbank Centre to address the need for development of young, female spoken words artists of Southern Asian origin. Mulberry School for Girls supported on the consultation and planning process. Invitations to participate in the programme were sent to a number of schools and Swanlea School and Raines Foundation took up the offer (Raines Foundation dropping out part way through).

The project ran for two hour sessions every other week at Southbank Centre on Fridays after school, between January and April. The sessions were lead by Jasmine Cooray, an up and coming spoken word artist of Sri Lankan heritage. Students were facilitated in analysing poetry and in creating their own work to be performed as part of a poetry slam in the Clore Ballroom, during the Alchemy Festival.

Case Study

This is a extremely bright Year 9 student who was keen to become involved in this project after having participated in a number of after school and extracurricular activities. She had previously participated in The Shakespeare’s School Festival and the Comedy of Errors project. This project enabled her to take her enjoyment of public speaking and performance to the next level as it required her to perform work of her own creation and to take the stage alone rather than as part of a cast.

She has excelled on this project and wrote a number of increasingly sophisticated and creatively innovative poems. She thoroughly enjoyed performing her work and began to develop her own unique presentation style.

The student went onto participate at further spoken work projects including ‘Slambassadors’ and was selected as one of 30 entrants (out of 600) to take part in the national championships.

An Example of Out of Hours Work: SEN Lunch –Time Club

Case A:

This is a student with severe complex needs and working on the P Scale (indictive of students with severe and complex needs). She attends activities every lunch-time accompanied by teaching assistants. This activity gives her a chance to mix with other students in a safe environment where she feels secure. Her fine motor skills and confidence has developed through the art class activities. This has been particularly in the way this allows her to mix with other pupils who are not normally in her group.

An Example of Out of Hours Work: Justice in Action

As part of our global education, six young women from Mulberry School embarked on a journey to explore the turbulent history of Bosnia, the site of Europe’s worst genocide since the Second World War. They then went to The Hague, to sit in on the trial of the man accused of masterminding these crimes – the war time leader of the Bosnian Serbs, Dr Radovan Karadzic. They documented this journey through a film which explores what justice really means to those who want it most. In their quest for truth these young women explore the path to peace and reconciliation and what role it plays in the lives of the survivors.

The young women came away from this experience with a sense of personal responsibility for the stories that they heard – to ensure that the voices of the survivors are heard widely so that genocide never happens again. Through this film they aim to demonstrate that through the power of storytelling we can make a change and work towards spreading peace and prosperity across the world.

Case Study:

This student came to the UK when she was in Year 11 and she took full advantage of the Out of Hours Learning programmes here at Mulberry. She took part in the Justice in Action project where she was selected to go to Bosnia and Netherlands.

She states:

“Being a student of the sciences, I gained extensive experience in film making and using professional camera equipment, an area which was rather different to what I studied. Additionally, once the filming had been completed, working on the post production side of things over the period of a year greatly developed my organisational skills and my ability to work efficiently under pressure. As I continued to work on the project, I grew even more passionate towards sharing the stories of the survivors. On a more personal note, taking part in this project not only shaped my views on justice but also instilled in me a greater sense of social justice.

I would not be exaggerating if I said that speaking to the survivors of the Bosnian war and hearing their stories drastically changed my perspective on life. Working on this project I recognized the importance of international justice for nations subjected to conflict and appreciate more, the stability of my own community. I am currently studying Biomedical Science at St. George’s University of London with the hope to one day work in
global health care and it was participation in this project that most influenced my decision to pursue this line of work.”

An Example of Out of Hours Work: Magic Me

Magic Me is an intergenerational arts project, designed and delivered by Magic Me, in partnership with The Women’s Library, London Metropolitan University, and Mulberry School for Girls. 2013 was the tenth year of our collaboration.

This year the theme of the project was ‘Wild Wild Women’. The group met in weekly workshops from January to April 2013, which culminated in a performance at the Kobi Nazrul Centre on 1st May celebrating women who have done wild things for good causes and exploring the participants’ own wild sides.

Outcomes:

  • Both participants and staff at Mulberry School recognise that the project develops pupils’ confidence.
  • The project enhances Mulberry’s aim to engage with the local community. The pupils involved build relationships with the women from different generations and cultures and
    The Women’s Library itself gained a vital connection with the community as the group added their voices to those in the archives.
  • As part of Mulberry’s Women’s Education programme, the women-only environment is an important aspect of the project. This contributes to the creation of a safe atmosphere in which all participants have the confidence to share their stories.
  • The arts focus develops pupils’ creativity and chimes well with Mulberry’s arts specialism.

Letter from the Mulberry participants to the older women with whom they performed:

Dear Wild Women/older me, At first we thought you were stereotypical old people, the same as our grandmas (at first remember that) as soon as we met you it all disappeared – you are really one of a kind, your unique personalities are truly refreshing. It was nice to know women of different cultures and ethnic backgrounds. We realised you weren’t that different from us, you brought a new perspective and experience we had not come across before. For some of us who never had the chance to meet older people before we realised what we had been missing.

In text books we only learn about those who protest and have made a change in the world but to meet people who have actually gone through this process is amazing and inspiring. It inspires us to do be more like you.

Your stories and experience made us value what we have as you fought for what we take for granted today.

We can’t talk to family and friends in the way we have spoken to you. We don’t get judged by you. It has been a real pleasure working with women like you.

Love Wild, Wild Girls.

Article written for the student newspaper, The Berry Bugle, by Samilah Naira (Year 9 participant in the 2013 project).

Magic Me is project where a few year 9 students get to work with older women in the community to create a piece of work around a title. This year the title was ‘Wild, Wild Women.’ Of course most of us were confused when Sue and Polly sat down with us with tea and biscuits to talk. It wasn’t like a normal drama production where you’re up on your feet working. It was different.

When we saw the older women at first we were reluctant to talk to them but once we started we couldn’t stop. They weren’t reserved old grannies who wanted nothing to do with us, quite the opposite. They were just like us. Maybe a tiny, tiny bit older- ok, they were in their 60-80s. They were old but soon enough age just became a number.

They talked to us, really talked to us. We found ourselves being enchanted by their stories. If  anything it was a surprise they trusted us with so much. With every word they said we realised how lucky we were to even get the opportunity to even meet them. They had done it all. Our worlds that
barely stretched past East London grew.

When joining a club most people think it’s just about the credit of joining it, another thing to add to their CVs, but Magic Me was a place we could just sit down and talk. Our words became the base of our drama production and our friendship became the ties that pulled the whole thing together. Magic Me wasn’t just a club it was a place where we were free to talk without anyone restrictions, it was where our voices were heard without any reluctance and it was where we met some of the most amazing women in the world. I’ll tell you now, you’ll never meet anyone like those women anywhere else. They really are the gems hidden away behind the old, cranky, stereotypical grandmas we all imagine.

To the next year’s Magic Me group, what type of tea do you like? Prepare for tea, biscuits and some of the most amazing, wild, wild women you’ll ever come across.

Excerpt from Magic Me report:

“Evaluation showed that the majority of the group really understood the benefits of working on the project together, including finding it easier to talk to people outside the family sometimes, and enjoying being an all women group.”

Response from a Mulberry student:

“The best experience was meeting so many amazing women and learning so much about them. Best six months that I spent worthwhile and wisely.”

Response from an adult participant:

“Oh it was mind blowing. The girls accept oldies! It’s great and we are happy together learning from each other.”

Value for Money

We ensure value for money by:

  • Carefully planning provision and expenditure to ensure school priorities are supported.
  • Performing ongoing programme monitoring and evaluation. Toward this end, all funded projects must submit project plans, registers and evaluations. Additionally all are visited by the Director of Extended Learning.
  • Regularly performing Cost Benefit analysis of programmes, ensuring they meet school priorities, are supported by students, have adequate and regular attendance and a reasonable cost per pupil hour.
  • Receiving regular feedback from students and parents regarding the programme offer via written evaluations, surveys, pupil voice teams and parent discussion groups.
  • Evaluation impact of intervention and revision programming on attainment.
  • Leveraging extensive funding from trusts, community and business partners in support of our activities. For example, we receive over £10,000 in annual funding for our Duke of Edinburgh programme and over £15,000 for Model UN.
  • Building partnerships with local organisations to avoid duplication of services, and maximise resources. Through partnership Mulberry is able to offer its students a wide range of activities at no cost to the school. Examples include: St John’s Ambulance Cadets, Debate mate club, Reading Partners and Tower Hamlets Sports Associations.

We know our programme offer excellent value for money:

  • Our programmes have built a generation of ambitious, organised and enterprising young leaders. Teachers from other schools attending our Youth led events (Model UN and Youth
    Conference) consistently comment on the fact that our students are outstanding leaders and role models. Mulberry students have gone on to organise their own large conferences and
    activities, provide trainings and education for students across London and to speak at external events
  • Our programmes have enabled Mulberry students to become more ambitious and outward thinking. For example 20 of our students sought to attend university outside of London (this is a major change for us). More than 2 thirds of those students were actively involved in the Youth Conference and Model UN.
  • Student and parent feedback of the clubs have been very positive.
  • There is a wide student participation in activities. (see participation below)
  • Students receive a range of internal and external accreditation through participation including V Volunteering Certification and British Red Cross. We have the largest number of
    students who take part in the Duke of Edinburgh and also the highest number who have successfully achieved their silver and bronze awards.
  • Our intervention and revision activities have had a clear and marked impact on the success of targeted students’ examination results.
YearPercentage of Students participating in 3 or more Out of Hours Learning sessions from 2012 – 2014
Year 788%
Year 860%
Year 970%
Year 1076%
Year 1170%
Year 12 & 1365%
School Average71.5%