SupportivLink CIC saw that many children from refugee, asylum-seeking, and migrant families in Rochdale and Middleton were struggling with homework. Most of these children are from the Black African French-speaking community. We had a discussion with parents and understood that language barrier was one of the major obstacles, as they could not always help their children with schoolwork. This meant the children were falling behind and feeling less confident. We wanted to create a safe, supportive space where children could get help, learn, and feel included. We worked with Fi, a Community Development Worker from Action Together, who supported us in shaping this idea. The project took place at Middleton Library for only one session and Demesne Community Centre in Middleton (Langley). We wanted to set up a 4-week pilot Homework Booster Club to: Help children with English and Maths. Support their language development through reading and comprehension. Create a friendly environment for children and families. Resources were taken from Twinkl Educational Company. The first session started on 12/07/2025 at Middleton Library (only one session). Sessions 2, 3 and 4 were from 19 July to 2 August 2025 at Demesne Community Centre. To achieve this, we needed funding (Action Together was our only source of funding), bilingual volunteers, and a safe venue. We also needed to make sure we had a safeguarding lead and DBS checked staff. Parents and carers were encouraged to stay on-site, which made it more welcoming. We ran the Homework Booster once a week for 4 weeks, with each session lasting 2 hours. To support learning, we used Maths and English resources from Twinkl, printed each week for every child according to their school year. This ensured that children had age-appropriate tasks to work on. After a short snack break, we reviewed the work together, making corrections straight away so that children could learn from their mistakes and improve their understanding. Children worked one-to-one and in small groups with volunteers and teachers, using interactive and visual learning methods as well as personalised worksheets. Bilingual volunteers supported some of the children who spoke little English, helping them feel more included. Parents were encouraged to stay during sessions, which built trust and created a friendly environment. We also provided refreshments, so the children felt comfortable and cared for. At first, some children were very shy, but as the weeks went on, they grew in confidence and began to take part more actively in the activities. Feedback from parents and children showed how important the project was. We planned to support 10 children in the Homework Booster pilot. Although 10 were enrolled, only 6 were able to attend the sessions regularly. This gave us the chance to provide more focused one-to-one support, which helped children feel more confident with their homework and English. However, in the last week two of the children travelled for the summer holiday. Parents told us they saw a positive change at home, as children were more willing to read and complete tasks. We are also working with the parents of children who did not attend, encouraging them about the importance of education and homework, and inviting them to join future sessions. A parent said: "My son and I are both happy to work together at home. He looks forward to coming every week." A child said: "I like coming here. It helps me with homework, and I made a new friend and I like the snacks." Next steps: We want to continue the Homework Booster beyond the pilot. We plan to apply for more funding, involve more volunteers, and expand to reach more families in Rochdale and Middleton. Reflection: Running this pilot taught us that small groups work very well, as children received more attention and progressed faster. We also learned the importance of engaging parents, not only to support attendance but also to encourage them to take a more active role in their children's education. This experience has given us confidence to grow the project and strengthen partnerships with schools and community groups.

No consultation with stakeholders

No remuneration was paid to the director in respect of her duties as a director. The director received £300 for services provided separately as a facilitator in connection with the CIC's activities.

No transfer of assets other than for full consideration