This study discusses networking for and monotoring of multilingual language education in East London complementary schools, uniquely set to back newcomers' needs. It focuses on an Albanian institution that has generated a potent partnership model by which mainstream and complementary schools tightly cooperate to cultivate childrens' multilingual abilities. It shows how the mentoring process has helped Polish, Portuguese, Lithuanian and Somali complementary schools to handle the language wants of their communities, to enhance their cultures' local profile, to increase recognition of the significance and value of bilingualism in community languages, and to encourage pupils to directly address examination boards and local and national policy makers.