At Maslaha we offer a range of strategies to support UK primary schools develop sustainable and anti-racist practice around engaging with their local communities and families.
We believe that if schools are more connected with their local communities, and teaching is more socially and culturally relevant to pupils, that pupil educational outcomes will improve and marginalized communities will have more opportunities to flourish.

You can watch a short film that outlines some of our Schools with Roots pedagogy and practice here.

We work to support schools in a range of ways. We offer a range of services where we work with teachers, staff and families to develop strategies shaped around the particular needs of each school and its local communities. This can include:


We ensure that working with these strategies can happen in ways that don’t add to teacher workload, and that in the long run will create more positive conditions for teachers to work in.

We also have a range of creative resources that support schools to more effectively engage with parents and families. You can see examples of our early years resources here - Getting Ready for Reception and Learning Through Play.
Watch film
Schools with Roots
Introduction
The Need 
What We Did 
Since 2016 we have been exploring the question of how better engagement between communities and schools, and more socially and culturally relevant learning could improve pupil outcomes with a group of pilot schools. You can read more about our initial three year pilot of this work here.
 
These schools - Sandringham Primary School (East London) The Beeches Primary School (Peterborough) Poplars Farm Primary School (Bradford) and Marshfield Primary School (Bradford) - have been important pioneers and collaborators in the approaches we have been developing.

Outcomes from our work with primary schools over the past four years includes:
                                              

“The training sessions have made me think differently about my approach to teaching. There are things that I need to consider that I may not have thought about before. Especially useful for me, being a white person who grew up in Ireland where it was predominantly white catholic.” (Feedback from trainee teacher who attended Maslaha workshops on power and privilege.)

“We’re always so bogged down that getting families in can be seen as a burden – but we realise if we don’t get that right then everything else is harder – kids are more likely to do homework, parents more likely to come in – parents who have closer links know a lot better how to support their children in learning.” (Teacher, Beeches P.S.)

“Before this project I didn’t think that what I could do, the school could use. I didn’t feel I could contribute in any way. I would come to school and seriously just shrink away and not interact – this has been amazing for me as usually I am very introverted. Now I have good friends and feel useful!” (Parent, Sandringham P.S.)

“It was great to take part in this session because if we parents understand what the pupils are doing in class we can support them with their learning at home. It was also a boost to my confidence to attend, it’s good for us to learn life skills as well!” (Parent who took part in a Year 5 pupil-parent oracy session at Sandringham P.S.)

[1] Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice (2000)
[2] NYU Steinhardt, Culturally responsive differentiated instructional strategies (2008)
[3] Rubie-Davies, C. (2010) “Teacher expectation and perceptions of student attributes: Is There a relationship?” British Journal of Educational Psychology, 80, 121-135.
[4] Tina Craig, Factors That Influence Teacher Expectations of Hispanic, African American and Low-Income Students (2011)
[5] Home Office (2018) “Individuals referred to and supported through the Prevent Programme, April 2017 to March 2018” p.14
[6] Education Endowment Foundation (2018) "Working with parents to support children's learning" p. 6
[7] Davies, R. et al (2019) “Revealed: The thousands of public spaces lost to the council funding crisis”, The Bureau of Investigative Journalism
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