As an incoming member of staff, you are sure to have thought a lot about what learning in your classes might look like. But in this post, Senior Chatteris Tutor Harvey Griffin takes us beyond the classroom and through some of our many community programmes…

Throughout my education and during my time with Chatteris, I often find myself reflecting on how educational inequality is shaped by factors that extend far beyond the classroom. Teaching quality and academic attainment are often at the centre of discussions about education, but a young person’s opportunities are also influenced by their family circumstances, access to resources, and the support networks available within their community. This post will comment on my own experiences of supporting educational opportunities outside of school, through Chatteris’ community programmes. 

One way in which wider educational inequalities can be addressed is through community-based programmes. Over the past year in Hong Kong, I have had the opportunity to work on several initiatives designed to support individuals who may otherwise face barriers to educational opportunities. These experiences have highlighted not only the impact such programmes can have on participants, but also the important role they play in strengthening communities and creating pathways for personal development.

Through my work with Chatteris, I have been involved in programmes supporting such a diverse range of learners, with an age range that stretches generations: from three year olds to beyond thirty, learning truly never stops!

This work has included delivering English activities in kindergartens and working with TCK Learning Centre for Migrant Workers (TCK), a centre that supports migrant domestic workers in developing their English language skills.

Although these programmes serve different groups, they share a common purpose: expanding access to opportunities that are often unevenly distributed across society.

The kindergarten programme provides children with an early baseline foundation in English through activities focused on phonics, reading, listening, and speaking. Early exposure to language learning can play a significant role in shaping future educational outcomes. This is especially important in Hong Kong, where English proficiency is often linked to educational and professional opportunities. Aside from being a really fun and silly way for tutors to spend their Saturday mornings, it is a great low-stakes way to broaden the age range of students you are confident working with, especially if you are considering a career in education long term! This programme ensures that children develop confidence with the language from a young age and helps create a stronger starting point as they progress through the education system. This will no doubt help their chances when they enter formal education and are potentially taught by Chatteris’ primary tutors!

The TCK programme addresses a different, but equally important, need. Migrant domestic workers are a vital part of Hong Kong society, supporting countless families and helping many parents participate fully in the workforce. Despite the important contribution they make, opportunities for professional development can often be limited. I went to TCK on four separate occasions, twice with Chatteris, and twice for dinner by invitation, each time providing English language learning in a supportive environment and helping participants strengthen skills that may support future career progression; often practical and workplace-based skills. TCK also creates a space for community building, personal growth, and enjoyment, which is so important for workers who have few opportunities for community, with only one day off and limited connections in a foreign country. These sessions are so rewarding and have me leaving Tin Hau with a huge smile, knowing the impact of the sessions and also the learning opportunities for myself through cultural exchange. TCK is also a great way to feel like a stronger part of the wider community in Hong Kong for tutors, engaging in the social landscape in a way that is difficult to do without taking part in the sessions.

These experiences have reinforced the extent to which access to English language learning can vary. Some individuals encounter English every day through English-medium schools, private tutoring, international workplaces, or family circumstances. Others may have far fewer opportunities to develop these skills despite recognising their importance. Community programmes help bridge part of this gap by providing learning opportunities outside traditional educational settings and making them accessible to people who may otherwise be excluded.

This approach closely reflects Chatteris’ wider values and its emphasis on the Five Cs: Compassion, Commitment, Collaboration, Creativity, and Cultural Exchange. While language development remains an important outcome, the programmes are equally valuable for the relationships they foster, the confidence they build, and the sense of belonging they create among participants. Learning becomes not just an individual activity, but a collaborative process that strengthens connections between people from different backgrounds.

Reflecting on the past year, one of the most significant lessons I have learned is that education does not begin and end at the classroom door. Some of the most meaningful learning takes place in community centres, kindergartens, and shared third spaces where people come together with a common desire to learn and grow.

Community programmes provide far more than improved language proficiency. They build confidence, strengthen community ties, encourage cross-cultural understanding, and create opportunities for people who may otherwise remain on the margins. For me personally, these experiences have broadened my understanding of education and social mobility, demonstrating how targeted support and community engagement can empower individuals and help create a more inclusive society.

Passionate about making an impact on Hong Kong communities? Click here to apply for the Chatteris International Graduate Programme