They are often geared to provide specific language, cultural and religious teaching for children from ethnic minorities.
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.
[2][3] 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.
[4] The George Padmore Institute maintains an archive of material relating to this movement.
[5] Hoshū jugyō kō are Japanese supplementary schools in developed overseas countries supported by the Japanese Ministry of Education, Culture, Sports, Science and Technology.