Generations Homework Club

The Homework Club is our Hero Project for Engaging the Next Generation.

Research has shown many young people in the area don’t have a quiet place at home to study. In response to this, in April 2016, we launched an innovative pilot scheme working with Eurostar to provide young people from Maria Fidelis Sixth Form with an inspiring place to do their homework after school. The pilot was a huge success and expanded in September 2016 with Grant Thornton joining the programme and becoming a host.

In September 2017, we expanded the programme again to offer not just a quiet place but also individual tuition in a range of subjects including French, History, Maths and Physics as well as dedicated masterclasses run by local businesses.

Some host businesses also give short presentations at the start of the study session, so the students can learn more about the company, the career opportunities available as well as the specific skills required to work there.

Currently the programme, which engages with over 50 students a week, runs as follows:

Day: Tuesday
Host: Virgin Trains East Coast
Time: 4.30pm to 6.30pm
Activity: Quiet Space for students to study

Day: Wednesday
Host: Google and The Guardian
Time: 4.30pm to 6pm
Activity: Masterclass Programme which sees students learn Digital Skills with Google’s Deep Mind team and Critical Analysis Skills with The Guardian team.

Day: Thursday
Host: Eurostar
Time: 4.30pm to 6pm
Activity: Quiet Space for students to study and individual tuition


If you would like to know more about the Homework Clubs, please contact us on [email protected].


Through the analysis of ethnographic data collected in a homework club serving children of immigrant families, this article reports on a less documented mode of newcomer civic participation that is non-institutional and unrelated to government. Indeed, contrary to other clubs included in a larger study, the one discussed here is positioned by its organisers as outside the race for subsidies. Participation in this race entails that organisations such as theirs are accountable to and must frame objectives, which are amenable to those of funding agencies. We find that this parallel mode of participation is based on long-term objectives of immigrant community integration into the host community, most notably through the educational success of their children. Thus, the club presented here is at the intersection of two previously documented newcomer integration strategies: civic participation and investment in the next generation. This is the first study to document such a crossroads.

Dans le cadre d’un plus vaste projet de recherche portant sur les clubs de devoirs en langue française dans la Ville d’Ottawa (Ontario, Canada), nous présentons ici une ethnographie menée dans un club sur une période d’un an. Ce club a été mis sur pied par un groupe de parents issus de l’immigration et renseigne sur un mode de participation sociale non institutionnel de nouveaux arrivants. Peu d’études documentent ce genre d’initiatives qui se déploient en périphérie des initiatives formelles et institutionnelles. Contrairement à plusieurs autres clubs et initiatives, les moniteurs et organisateurs de ce club ne sont pas à la recherche de financements des gouvernements et cherchent plutôt à travailler auprès des jeunes, sans avoir à s’insérer dans un mode de fonctionnement formel. Ce mode de participation permet à ces derniers de poursuivre l’objectif d’une meilleure intégration des membres de leur communauté dans la société d’accueil à travers la réussite scolaire des enfants. Le club de devoirs présenté se situe à l’intersection de deux stratégies déployées par les nouveaux arrivants : participation sociale et investissement dans la deuxième génération. Il s’agit ici d’une des premières études à documenter ce type de processus.


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