Date: 15/7/04
By Karen Dabrowska
Arab and Muslim visitors to London are always welcome at the Sudanese Supplementary School, the epicentre of London's Sudanese community. The first to arrive on Saturday mornings is the Chairman, Dr Ahmed El Dawi, carrying an impressive bill board with SSS in Arabic and English.
The large black letters compliment the red lettering above of Westminster College. The college is quickly transformed into little Sudan: in the cafeteria Sudanese women sell traditional cloth, families meet, letters are translated into English and Arabic and vice versa, students are praised and admonished.
From 10am the children, aged from five to 16 start arriving - some on foot, others in the car with their proud parents. The bright pinks and reds of traditional clothes and veils contrast with the plainer, conventional Western dress. The hive of activity intensifies throughout the day. People arrive asking about friends who may have just come to London, friends are re-united, new friendships are made, old friends exchange news. A sign in Arabic above the pay phone in the cafeteria says children must be supervised when making phone calls. The school had problems with children dialing 999. Now they don't use the phone without an adult present.
A thriving, multiethnic institution (Iraqis, Algerians, Egyptians, Moroccans, Eritreans and mixed race chlidren attend), established ten years ago, the school has over 300 pupils and more than 30 voluntary teachers, managers and assistants. Politics are left outside the gate and most of the pupils get on well with one another most of the time. The GCSE Arabic pass rate is 100 percent and many candidates score high grades. Classes are held from 10am to 2pm, 35 Saturdays throughout the year and include English, Maths, Arabic and Cultural Studies. Music is now part of the curriculum: cultural events and sports are organised each term: there is a series of lectures for parents on Sudanese history and aspects of art, music and culture. There are at least seventy names on the waiting list. The fee is 100 pounds but sixty percent of the parents can't afford it. "The SSS feels it is immoral and unacceptable to reject non-paying pupils as they are most in need of the school's assistance and support", emphasised Dr El Dawi who spends a lot of time trying to raise funds and digging deep into his own pocket. There is a shortage of books and local charities have been contacted for assistance. "Everybody does their bit", Dr El Dawi emphasised. The list of funders is impressive and includes the Paddington Development Fund, the Paddington Association for Supplementary Schools, the Edward Harvest Trust, the Bridge House Trust and the the City of Westminster.
"We have opted for total transparency. We will be crystal clear - there is no hidden agenda or any ulterior motives. The goal is to enhance our children's education and promote their social integration. This is becoming a daunting task as many refugees and asylum seekers decide to remain in the UK indefinitely", Dr El Dawi said.
"Identity recognition is essential", emphasised the former co-ordinator who teaches Quran recitation. Overflowing with enthusiasm she is a modest, eloquent woman who came to Britain in 1994 to join her husband who left Sudan ' for political reasons' and does not want her name in print. "It is vital for the children to be valued and recognised as human beings. The school gives their social identity a boost. It is not just about learning Arabic. Most of the parents are refugees on income support or asylum seekers and need a lot of support and assistance in making the transition to life in Britain while at the same time maintaing their
cultural identity.
Amira Faisal, the activities co-ordinator responsible for sports and social affairs, who has lived in Britain for the past 20 years does not begin teaching until 2pm. Badmington, football, basketball, football, table tennis, rugby and games for the younger children are on the programme and the annual sports day is a major event in the school's calander. But Ms Faisal arrives early to assist and advise
parents many of whom speak little or no English .She has three children in the school herself - the sports instructor was once a pupil.
"Learning Sudanese traditions is very important. The children have to know about their background and cultural heritage. We don't want them to forget these things because they are not in Sudan. At home the parents may be keen to learn English and will not speak to the children in Arabic. They start forgetting their langauge and feel left out when guests come and they cannot follow the conversation".
The children, from the youngest to the oldest, feel learning Arabic is important. "We learn Arabic here and speak like we do in my country", said Aziza (7). "We have fun, everyone speaks Arabic and English. It is fun to speak both languages. We play a lot of games and have fun.", said Nadia (11) She has visited Sudan four times and was feeling sad because one of her cousins died. "He was younger then me". The older children are ambitious: one wants to be child psychologist, another a doctor, another an engineer. Some are focusing on music but for everyone learning Arabic is a top priority.
"I am doing GCSE in Arabic", said Hana (15). It is a good subject for me as I have experience in it. At school I get together with lots of Sudanese people. Its good to be with people from your own country and speak your language".
Many of the students would like to visit Sudan. The schools activities, described in detail on a professionally designed website www.sudaneseschool.com, include sending volunteers to teach in rural schools in Sudan for up to six months through the Sudan Volunteer Programme. The school also co-operates with the Abdel karim Mirghani Culture Centre in Omdruman in the production of a bi lingual magazine, Nafaj which is sold as a fund-raising venture.
The origins of supplementary and mother-tongue schools in Great Britain
can be associated with the presence of immigrant and refugee children in British schools which goes back hundreds of years. The Armenian refugees, for example, settled in Britain 700 years ago: the French Hugonots came in the 17th century and the Jews from Eastern Europe entered Britain between 1880 and 1914. But more recent developments in this area of supplementary education can be largely attributed to the efforts of black and Asian communities in this country. The 1997 EEC directive of which the UK is a signatory, obliges member states to promote the teaching of mother-tongue. In the London area alone 275 minotiry languages are spoken by school age children.
The SSS offers a focal point within London for the Sudanese people, many of whom are bewildered by being there and need regular help and support, especially to ensure their children take best advantage from their day schools all over London.
In the late afternoon when the last parents have collected their children, Dr El Dawi takes down the SSS sign. He is tired but happy. Reflecting on the past ten years as the school has grown from strength to strength with a non arrogant pride Dr El Dawi emphasises that he is not looking for publicity. "It is an honour to serve the community. We are liasing with many local and national organisations to promote a sense of belonging for the children and the community at large".