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Moving forward together: Raising Gypsy, Roma and Traveller achievement Booklet 4: Engagement with parents, carers and the wider community

Movingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet4:Engagementwithparents,carersandthewidercommunity

Firstpublishedin2009Ref:006632009BKTEN

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VTheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement

Booklet4:Engagementwithparents,carersandthewidercommunity

PrefaceThisguidanceaimstosupportschoolsandsettingsinpromotingtheprogressandachievementofGypsy,RomaandTravellerpupilsandgivesessentialbackgroundinformationforthoseinvolvedintheteachingofthesepupils.IthasbeenproducedaspartoftheDCSFactiontoraisetheachievementofGypsy,RomaandTravellerpupilsandwillsupportschoolsinmeetingtheirstatutorydutiesintermsoftheRaceRelations(Amendment)Act2000.

Theguidancematerialsconsistoffourinterrelatedbooklets:

1. Introduction

2. Leadershipandmanagement

3. Learningandteaching

4. Engagementwithparents,carersandthewidercommunity

ItisstronglyrecommendedthatBooklet1:IntroductionandBooklet2:Leadershipandmanagementarebothreadbeforetheothertwo,astheygivethecontextforGypsy,RomaandTravellerchildrenandyoungpeopleinEnglishschoolsandoutlineschools’overarchingmanagementresponsibilitiestowardsthem.

Theguidancematerialsaimtosupportschoolstoraisestandards,narrowachievementgapsandaccelerateprogressthrough:

• anexplorationoflearningandteachingapproachesthatwillmaximisetheachievementofGypsy,RomaandTravellerchildrenandyoungpeople;

• providingconditionsforlearningthatvaluediversityandbuildandpromoteselfconfidence;

• challengingracismandpromotingracialequalitythroughouttheschool;

• developingeffectivepartnershipswithparents,carers,familiesandcommunities.

Inthisway,Gypsy,RomaandTravellerpupils,likeallchildrenandyoungpeople,canbehelpedtoachievetheirfullpotentialthroughequalaccessto–andfullparticipationin–theireducation.

Key principles• TherearenoinherentreasonswhyachildfromaGypsy,RomaorTravellercommunityshouldnot

achieveaswellasanyotherchild.

• HighqualityteachingandeffectiveAssessmentforLearning(AfL),plusappropriatespecialistinterventions,supportedbyschoolleaders,arekeyfactorsinimprovingtheachievementofGypsy,RomaandTravellerchildrenandyoungpeople,asgroupsandasindividuals.

• Achievementwillonlyoccurthroughthecombinedeffortsofschool,childandhome.

©Crowncopyright2009 006632009BKTEN

VI TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet4:Engagementwithparents,carersandthewidercommunity

Gypsy, Roma and Traveller communitiesThroughouttheseguidancematerials,referenceismadetoGypsy,RomaandTravellerpupils,parentsandcommunities.Thiscollectivegroupingincludes:

• Gypsies

• ScottishTravellersorGypsies

• WelshGypsiesorTravellers

• Roma

• TravellersofIrishheritage

• showpeople

• fairgroundfamilies

• circusfamilies

• NewTravellers

• bargeeorcanalboatfamilies.

006632009BKTEN ©Crowncopyright2009

VIITheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Contents

Keymessages 1

Introduction 2

Buildingandmaintainingeffectivepartnershipswithparents,carersandcommunity 3

• Potentialbarrierstoengagement 4

Communication:informationgatheringandinformationsharing 10

TheGypsy,RomaandTravellerhomelearningenvironment 13

EstablishingrelationshipsintheEarlyYears 15

Establishingrelationshipsintheprimaryphase 19

Establishingrelationshipsinthesecondaryphase 26

• Improvingattendance 27

Partnershipandcoeducating 31

• Stage1:Engagingparents 31

• Stage2:Keepingparentsinvolved 32

• Stage3:Parentsascoeducators 32

InvolvingthewiderGypsy,RomaandTravellercommunities 35

Referencesandfurtherreading 37

• References 37

• Furtherreading 37


1TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Keymessages• AllGypsy,RomaandTravellerparentswantthebestfortheirchildrenandwanttoseethemsucceed,

accordingtotheirculturalvalues,lifestyleandaspirations.

• Becauseofthepersecutionandracismexperiencedeverydaybythesefamilies,inthepasttheyhaveoftenremovedthemselvesfrommainstreamsociety.Thismakesestablishingrelationshipswiththemmorechallenging.

• EffectivepartnershipsbetweenschoolsandparentsofGypsy,RomaandTravellerchildrenarebuiltupontrust,honestyandmutualrespect.

• TheschoolshouldchallengenegativeperceptionsofGypsy,RomaandTravellerfamiliesandviewparentsasrealpartnersandcoeducatorsintheeducationoftheirchildren.

• EducationalcommunicationandmessagestoparentsandcarerspresupposeknowledgeandskilllevelsthatnotallGypsy,RomaandTravellerparentswillhave;beclearaboutthesemessagesandbepreparedtobeflexibleinthechoiceofmediatocommunicatethem.

• SchoolsneedtoincreasetheirunderstandingandappreciationofthedifferentlearningstyleswithintheGypsy,RomaorTravellerhomeenvironment.

• ThesoonerGypsy,RomaandTravellerpupilsandtheirparentsareengagedinexploringtheirpreferredworkpathways,andtheroleeducationwillplayinpathways,thebetter.Schoolscanenlistthesupportandadviceofotheragenciestoachievepreferredoutcomes.

For some Traveller parents, it might be about giving them confidence to

come through the door; for others, it might be about opening doors to enable them

to go further.

Headteacher


2 TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet4:Engagementwithparents,carersandthewidercommunity

IntroductionThisbookletfocusesonthevitalrolethatGypsy,RomaandTravellerparentsplay,aspartnersintheeducationandachievementoftheirchildren.Itidentifiesfactorsuniquetothesecommunities,whichneedtobeconsideredindevelopingpartnershipswithGypsy,RomaandTravellerchildren,theirfamiliesandcommunities,toenablethesepupilstooptimisetheireducationalopportunities.

Parentsarechildren’sfirsteducatorsandremaintheirkeyeducatorsthroughouttheirschoolcareer.Itisrecognisedthatparentsarethemostimportantearlyinfluenceontheirchildrenandthesinglemostimportantfactorintheirlatersuccessandattainmentatschool.ParentshaveavitalroletoplayinraisingtheattainmentofGypsy,RomaandTravellerchildrenandmanyrecognisethatthefastpaceoftechnicalandeconomicchangenowrequiresskillsetsbeyondthosetraditionallyvalued.MostGypsy,RomaandTravellerparentsarealsoconcernedabouttheirchildrenlosingtheirculturalidentity.Thisiswhyitissovitaltodeveloppartnershipsbetweenschoolsandparents.

Effectivepartnershipswithparentsandcarerscanbedifficulttoestablishandequallychallengingtomaintain,buttheimpactofthesepartnershipsontheattainmentofGypsy,RomaandTravellerchildrenwillbeparticularlysignificant.

SchoolsthatareeffectiveinraisingtheattainmentofGypsy,RomaandTravellerchildrenrecognisethatmostGypsy,RomaandTravellerparentswanttosupporttheirchildren’seducationinthesamewayasotherparents,buttheymayneedmorehelptodoso.Suchschoolsmakeapriorityofbuildinganddevelopingtheirlinkswithparents.

Through the contacts of the outreach worker, we’ve improved our ability to get

across our message of the importance of play and early learning and to increase their understanding,

so it’s much more of a partnership. We’re able to share that information much more freely.

Headteacher, Outer London




Buildingandmaintainingeffectivepartnershipswithparents,carersandcommunityGypsy,RomaandTravellerparentsmaynotbeasfamiliarandsecureintheirknowledgeofschoolandeducationalresponsibilitiesasmanyotherparentsare.ItmaybethecasethatGypsy,RomaandTravellerparentshavehadlittleexperienceofformalschoolingortheymaythemselveshavehadnegativeexperiences.Theymayhavelittlecommunicationwithothersinthelocalcommunityormayhaveexperienceddisruption,hostilityorracismwithinit.Therefore,itisvitaltobuildconfidenceandtrustbetweenschoolsandparentsandcarers.Oncethisisachieved,pupilsandtheirfamilieswillfeelsufficientlysecureandvaluedtobenefitfromthemultitudeofeducationalexperiencesthatschoolscanoffer.Thisgoalisbestachievedbydirect,personalcontactbetweenschoolstaffandparents.Whereschoolshaveestablishedtheselinks,withparentsas‘coinvestors’intheirchildren’seducation,itopensdoorsforGypsy,RomaandTravellerpupils.

SchoolsthatareeffectiveinraisingtheattainmentofGypsy,RomaandTravellerpupilsmakeapriorityofbuildingtheirlinkswithparentsandthewidercommunity.TobeabletobuildandthenmaintaintheseeffectivepartnershipswithGypsy,RomaandTravellerparents,carersandthecommunity,schoolsneedtoestablishpersonalcontactwiththesefamilies.Specialistlocalauthority(LA)partnersintheTravellerEducationSupportServices(TESS)areoftenabletoassistschoolsinbridgingthisgap.Overmanyyears,TESSstaffhavebuiltuptrustingrelationshipswiththelocalGypsy,RomaandTravellercommunities,enablingthemtosupportschoolsinformingtheirownpartnershipswithparentsandthewidercommunity.AsmanynewlyarrivedEuropeanRomafamiliesmayhaveproblemswithcommunicatinginEnglish,schoolswillneedtoseektheassistanceofinterpretersfromtheLAEnglishasanadditionallanguage(EAL)supportservice.

Foravarietyofreasons,communicationwithparentsinmultiethnicschoolsoftenrequiresgreaterresourcefulnessandamoreinnovativeapproachonthepartofschools.Parentsdonotalwaysfinditeasytocontactschoolsabouttheirconcerns.

Removing the Barriers(DfES2002)

There is mutual respect between home and school, parents feel confident

and comfortable about coming into school.

Teaching assistant



The school welcomed us with open arms…we came on a Sunday…

they were in school on a Monday. We got a really big welcome from everyone. There’s absolutely no prejudice against us, as a travelling family, and we

just feel very, very happy here. I would really recommend this school for any family,

any colour, and any creed. I think everyone’s welcome here.

Gypsy Traveller parent

What the school does well for Gypsy, Roma and Traveller children

is what it does well for all children. It has an inclusive approach to education. What impresses me is the creativity of their

approaches and the enthusiasm they bring to the programme.

LA head of learning support services

Recentreportsandresearchhavestressedtheimportanceofformingclosepositive,activerelationshipswithparentstosecuresuccessfuleducationaloutcomesforpupils.ThefindingsinthereportThe shape of things to come: personalised learning through collaboration (DfES2005)suggeststhat:

Thebiggestgainsintermsoflearningproductivitywillcomefrommobilisingasyetunderusedresourcesavailabletotheeducationsystem:children,parents,families,communities…

Researchonparentalinvolvement,discussedin Impact of Parental Involvement on Children’s Education (DCSF2008)identifiestwoimportantfactors.

• Forachildbetweentheagesof7and16,parentalinvolvementintheirschoolingisamorepowerfulforcethanfamilybackground,sizeoffamilyandlevelofparentaleducation.

• Childrenwhoseparentsareinvolvedwiththeirchildren’seducationmake15–17percentmoreprogressinmathematicsandreadingthanotherchildren.

Potential barriers to engagement

NegativeperceptionsLikemostotherparents,Gypsy,RomaandTravellerparentstakeakeeninterestinhowwelltheirchildrendoatschool.However,theeducationsystemhasleftmanyofthemfeelingalienated,thattheyhavelittleinfluenceorarepowerlesstochangethings.Somemayhavehadnegativeexperienceoftheeducationsystemaschildren.Othersmayhavehadlittleornocontactwithschoolsintheirownlives.

ThetypesofrelationshipthatcurrentlyexistbetweenschoolstaffandparentsofGypsy,RomaandTravellerchildrenarelikelytobeaffectedbycommonstereotypesabouttheGypsy,RomaandTravellercommunities.UnhelpfulandstereotypicalviewsaboutGypsy,RomaandTravellerparentsandaboutthewiderGypsy,RomaandTravellercommunitiescanbeseeninboththelocalandnationalmedia,possiblyresultinginpoorrelationshipsbetweenschoolsandtheGypsy,RomaandTravellercommunitiesthattheyserve.Thisnegativeimagewithinthemediaonlyaddstotheproblemofestablishingatrustingrelationshipbetweenschoolandparents.EvenwhenschoolsdomanagetoestablishgoodrelationshipsbetweenthemselvesandGypsy,RomaandTravellerparents,negativemediaimagessometimesadverselyaffectattitudes.Schoolsneedtochallengetheseimagesandmakeeveryefforttolearnmoreaboutthefamilieswhoareattendingtheschool.

Schoolstaffshouldconsiderwheretheystandwithregardtoaddressingandchallengingthesestereotypesandtobewaryofpersonalbias.SchoolsmusttakealeadinensuringthatparentsofGypsy,RomaandTravellerchildrenarefullyincludedand,insodoing,acknowledgethat:




• formanypeopleofGypsy,RomaandTravellerheritages,theirnegativeexperienceoftheeducationsystemhasoftenbeenduetothelowexpectations,racialprejudiceandstereotypingthatunderpintheseexperiences;

• manyGypsy,RomaandTravellerparentsexperienceracismintheireverydaylives,beingthetargetformediageneratedmistrustandprejudice,whichhastheeffectofgeneratingfearandanxietyaboutidentifyingthemselvesandexpressingtheirconcerns;

• parentsofGypsy,RomaandTravellerchildrenhavenothadtheirvoicesheardinschoolnorhavetheybeenlistenedtoconstructively.

The most exciting part of the Gypsy, Roma and Traveller programme was

building good relationships with Traveller families, listening to their voice, learning from their

educational experiences and understanding their aspirations.

Headteacher

Our first task was to re examine our attitude and ethos. We already considered

ourselves a very inclusive school, but it gave us an opportunity. Because of a staff comment, we started placing the Gypsy, Roma and Traveller pupils on the list of vulnerable

groups of children; the staff queried this, wondering what was vulnerable about them. I realised that we had to revise our attitudes

towards inclusion of the Travellers. When we started looking at our relationship with them, we found that we

needed a lot more knowledge about their present needs. So that increased our number of

visits to the site. That was very important, to visit and get to know what their present

needs were. Headteacher

Schoolscannotsatisfactorilyfosteracloserelationshipwithparentsandthecommunityunlesstheyunderstandthesocial,culturalandracialdimensionsofthewholeschoolpopulation.NeithercantheysatisfactorilycomplywiththeirdutiesundertheRaceRelations(Amendment)Act2000,withoutanawarenessoftheethnicityandculturaldiversityoftheirschoolpopulation.



Case study 1: Working with staff perceptionsOneschoolintheGypsy,RomaandTravellerAchievementprogrammediscoveredthatmanyoftheirstaffhadanxietiesaboutvisitingthenearbyGypsysite.

Theheadteacherdecidedtoaddressthesefeelingsandconcernsthroughanopenandhonestdiscussionwithallthestaff.Thesetrainingsessionsallowedstafftoseparatemythsfromrealityandalsoenabledmembersofthelocalcommunitytocomeintoschool,tomeetstaffanddiscusswiththemfactsabouttheirwayoflife.

Theschoolnowhasadedicatedoutreachworkerwhovisitsthefamiliesonsiteregularly.TheschoolhasincorporatedGypsy,RomaandTravellerartefacts,suppliedbymembersofthecommunity,intotheirvisitors’waitingarea.Allthechildreninthenurseryclassvisitthesite,accompaniedbystaffandotherparents.

TheheadteachernowfeelsthathisstaffhaveabetterunderstandingoftheGypsy,RomaandTravellercommunityintheirarea,thankstotheirhonestexpressionsofconcern.

Because we have a climate where staff can speak and express their wishes in private,

and it s secure, it allows you to allay the fears of your staff members. And they are prepared to actually work out in the community, because they themselves have a greater understanding of Traveller

culture and history.

Headteacher, South East

FearsaboutascriptionofethnicitySchoolsfindbuildingrelationshipswithahiddencommunityveryhard.ThisisoftenthecasewithGypsy,RomaandTravellerfamilies,manyofwhomchoosetohidetheiridentity.Onapplyingforentryintoschool,theywilloftenidentifythemselvesasWhiteBritish.ParentsmayneedpersuasionandreassurancetoidentifythemselvescorrectlyaspartofaGypsy,RomaorTravellercommunitybecauseofthestigmatheyperceivetobeattachedtosuchattribution.Theywanttoprotecttheirchildrenfromthenegativeexperiencestheyhavepreviouslysuffered.Schoolsneedtodeveloptrustingrelationshipswithparents,toconvincethemthatascribingtheirtrueethnicityisasafeandgoodcourseofaction.In2008theDCSFproducedThe Inclusion of Gypsy, Roma and Traveller Children and Young People: strategies for building confidence in voluntary self-declared ethnicity ascription,aguidancedocumentforschools.ThisexplainstheimportanceofselfascriptionforGypsy,RomaandTravellerparents.




Parents: Why shouldIascribemy child’s ethnicity–what’s in it for me?• Mostparentsacrosstheworldwanttheirchildrentogrowuptobeproudoftheirfamilyandits

heritage.

• ThereisnothingtobeashamedofinbeingaGypsy,RomaorTraveller.

• Itisahumanrightfortheworldtorespectyouforwhoyoureallyare.

• Itisimportanttochildren’spsychological,socialandpersonaldevelopmentforthemtobeproudoftheirfamilyanditsculturalheritage.

• Mostparentsacrosstheworldwanttheirchildrentohavethefreedomtobehappyandconfidentintheirselfknowledgeandtobeabletosharefreely,andtobetreatedwithrespectforwhotheyreallyare.

• Racistswillneverbechallengedandexposedforwhattheyarebythesilenceoffear.

• Mostparentswanttheirchildrentohavehappylivesinwhichtheylearntorelatetoandrespectotherswithdifferentanddiversebackgroundssothattheymaylivetogetherinpeaceandharmony.Thisimportantprocessispromotedandexperiencedatschoolbutitrequireseveryonetohavetheconfidencetobeopenandhonest.

• Parentswhotelltheirchildrentodenytheirethnicityplaceanunfairburdenontheirchildrenandadisadvantagethatisnotsufferedbyotherchildren.

• Yourchildrenhavearighttoeducationanditisnotconditionalonthemhidingtheirethnicityorculturalidentity.

• Yourchildren’shappyandsuccessfullearningwilloftenneedthemtodrawonandsharetheirlifeexperienceswithinyourfamilyandcommunity.Theywillnotbeabletodothatiftheyarefearfulabouttheschoolknowingwhotheyreallyare.

• Yourchildrenwillalsobeunabletobringhomeexamplesofcompletedworkthattheyandyoushouldbeproudofbecauseitportraysatreasuredtruthaboutyourcultureandwayoflife.Thiswilldenythemthehappinessthatmostchildrenexperienceduringtheirschoolyears.

• Whenyouareinvitedtotheschoolassemblytocelebrateyourchildren’ssuccessfulachievements,forwhichtheymayreceiveapplause,youwillbeunabletoclaimthepraiseandrespectforyourfamily’sandcommunity’sethnicityandculturalstatus.Yetanotheropportunitywillbelosttoflagyourchildren’sandfamily’spositivecontributiontothelifeandworkoftheschool.

• Childhoodshouldbefullofhappinessanditisshortenoughwithouttheburdenofhavingtokeepacloselyguardedsecretandlivinginthefearof‘exposure’.

• Ifyourchildrengotoschoolinfearofdisclosingtheirethnicidentitytheywillfindithardtomakefriendsandmayfeelsociallyisolatedandlonely.Thisexperienceshouldnotbepartofahappychildhoodatschoolandisseldompartofsuccessfullearning.

• Yourchildren’steacherswillnotbeabletohelpthemasmuchastheywouldiftheyknewabouttheirethnicityandculturalbackground.

• Ifyourchildrenneedadditionalteachingsupport,thismaynotbepossibleunlesstheschoolisfullyawareoftheethnicityofthechildren.

• Mostparentsacrosstheworldwanttheirchildrentobetreatedequallyandfairlywhenatschool.Ahiddenidentityisaseriousthreattoenjoyingafulfilledlifeatschool.

Schoolscantalktoparentsaboutthesebenefitsandusethisprocesstobuildevenstrongerpartnershipswiththem,reassuringthemthattheschooltakesseriouslyitsresponsibilitiesintermsofitsvisionandvalues.



Holding one-to one meetings with the Gypsy, Roma and Traveller parents has revealed a great deal about their anxieties

and aspirations for their children. Passing this information to class teachers has helped

teachers be more informed about Gypsy, Roma and Traveller children.

Headteacher

HerMajesty’sInspectorateofSchools(HMI)OfstedreportshaveformanyyearsstatedtheneedforschoolstodeveloppartnershipswithGypsy,RomaandTravellerparents.

…schoolsshouldtakegreaterresponsibilityforpromotingandsustaininglinkswithTravellerfamilies.

Provision and support for Traveller pupils (HMIOfsted2003)

• AkeyelementinensuringsuccessfuloutcomesforGypsy,RomaandTravellerpupilsisthesuccessfulinvolvementoftheirparents.

• ThechancesofeducationalfailureareincreasedbylackofGypsy,RomaandTravellerparentalinterestinandenthusiasmforschooling.

• Gypsy,RomaandTravellerparentsaretheirchild’sfirsteducatorsandremainsothroughouttheirchild’sschoolcareer.




Case study 2: Engaging parentsOneschoolparticipatingintheGypsy,RomaandTravellerAchievementProgrammedecidedthatitwouldtrytoimproveengagementwithparents.Thesocialandeconomicbackgroundsofthepupilsattheschoolaremixedbutlevelsofdeprivationarelow,astheareasurroundingtheschoolhasahighlevelofemployment.TherehasbeenasteadyincreaseinthenumberofGypsy,RomaandTravellerchildrenattendingtheschool,asthereisasitenearby.Therearecurrently11Gypsy,RomaandTravellerpupilsonroll.

Talkingtofathershasbeenaprincipalfocusfortheheadteacher,withtheaimoffindingoutabouttheiraspirationsfortheirchildren.Discussionsconcerningthelearningexperiencesoftheparentswereveryrevealingandmadetheteachingstaffmoredeterminedthattheexperiencesofisolation,rejection,angerandfeardescribedbytheparentswouldnotberepeatedforthechildrenintheschool.

GainingthetrustandrespectoftheparentsofGypsy,RomaandTravellerchildrenhasbeenavitalelementinthesuccessoftheprogramme.ThisapproachhasresultedinaTravellerfathergivingatalktoanumberofclassesabouthisfamily’slivesasTravellers.This,inturn,ledtoamuchgreaterunderstandingofprejudiceanditseffectsonpeople.TherehasbeenagreaterinvolvementofGypsy,RomaandTravellerparentsinthelifeoftheschoolingeneral.Attendanceatparentliaisonmeetingshasrisenandchildren’scompletionofhomeworkhasshownanoticeableimprovement.

Theschoolthendevelopedaquestionnaireforparents,whichwasprecededbyfocusgroupsofparentswhoguidedthecontent.ATravellerparentwasaskedtotakepartinordertogaintheperspectiveofthisgroupofparents.Hiscontributionallowedotherparentstoseehowthestaffvalueparentsfromthiscommunityasequalstakeholders.

TheschoolisnowveryconfidentthatallGypsy,RomaandTravellerchildrenarecorrectlyascribed.

Building up good relationships with existing Traveller families has

meant that the stigma of ascribing as a Traveller is no longer a major

issue for most families.

Headteacher



Communication:information-gatheringandinformation-sharingSchoolsacrossallphaseshavearangeofmechanismsforcommunicatingwithparents.Howandwhenaschoolcommunicateswithparentscansendclearsignalsaboutthelevelofengagementtheschoolexpectsandwantsfromparents,andwhetheritvaluestheircontributionsandsupport.

InterviewswithparentsofGypsy,RomaandTravellerchildrensuggestthatmanyfeelthattoooftencommunicationsfromschoolhavefocusedmoreonbehaviourthanlearning.

Theuseofeducationaljargonputsomemothersoff:‘Ididn’tunderstandwhattheyweresayingaboutSATs,’andothersfeltintimidatedbytheteachers’useof‘poshwords’orwereafraidthattheywouldbemadetofeel‘ignorant’.Otherresponsesrevealedafearofracistattitudesfrompeopleatschool.

Mostparentscaredeeplyabouttheirchildren’seducationandwanttoknowabouttheiracademicprogress,thedevelopmentofthecurriculum,homeworkandissuessuchassettingandbanding.Inabroadersense,theywantusefulinformationabouttheirchildren’sprogressandwhattheycandotohelp.

Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupil, Exploring Good Practice(DfES2002)

Parentsandcarersneedinformationabout:

• proceduresforcontactingtheschoolandrelevantpersonnel;

• keydatesandeventsintheschoolcalendar;

• attendancelegislation–the1908ChildrenActsupportsGypsy,RomaandTravellerparents’legalrightstotravel,withareduced,minimumattendanceof200sessionsperyear(thoughschoolsandLAsshouldseektosecureregularattendanceof380sessionswherepossible);

• theschool’sexpectationsofchildrenintermsofuniform,dresscode,equipmentandbehaviourforlearning,includingtherewardsandsanctionsthattheschoolusesandthecircumstancesinwhichthesemightbeused;

• howtheycanhelpandsupporttheirchild’slearning;

• thecurriculum,expectationsofprogressandwhat‘levels’and‘targets’meaninpractice;

• provisionfordistancelearningwhilepupilsaretravellingandtheschool’sexpectationsandsupportforparents.

IncommonwithBlackandMinorityEthnic(BME)communitiesingeneral,Gypsy,RomaandTravellerfamiliesoftenfeelmarginalisedbytheeducationsystem.

Andinthetruenatureofapartnership,theschoolshouldalsoofferopportunitiestoelicitparents’andcarers’expectationsofwhattheywouldliketheschooltoprovidefortheirchildrenandthesupporttheycanofferinreturn.ShowinganunderstandingoftheconcernsthatparentsandcarersofBlackchildrenhaveabouttheirchildren’seducationbuildsconfidenceandwillstrengthenpartnerships.Moreover,parentsfeelthattheywerenotcontactedearlyenoughandthatthefirstcontactusuallyarrivesasanegativeexperienceintheformofareportof‘trouble’.Rarelyareparentscontactedwiththegoodnewsaboutsmalllearningsuccesses.Thismaybeparticularlysignificantforparentswhoseownexperiencesofschoolingwerenegative.




ManyparentsbelievethatstereotypicalviewsofparentsofBlackchildrenstillprevail.ItisthereforeessentialthatschoolseffectivelybreakthecycleofcommonculturalstereotypingofBlackchildrenortheirparentsthatmayhavecontributedtolowexpectationsandpoorattainmentinthepast.

Excellence and Enjoyment: learning and teaching for Black children in the primary years (DCSF2008)

Schoolsneedtomakeeveryefforttoinformparentsofthepositiveprogresstheirchildrenaremaking,forexamplethroughuseof‘goodnews’cardsortextmessageshome.

ThevastmajorityofparentalcontactwhichdidtakeplacewithSecondaryschoolshoweverwasrelatedtoindividualissuesorproblemssuchasnonattendanceorbehaviouralconcerns(initiatedbytheschool)orallegedbullying(initiatedbytheparents).Thesemeetingstendedtobeonaonetooneorsmallscalelevel,usuallyinvolvingtheheadoftheyear.

Derrington,C.andKendall,S.,2004,GypsyTravellerStudentsinSecondarySchools:Culture,IdentityandAchievement.©TrenthamBooks.Usedwithkindpermission.

SchoolsneedtotakeextracareinbuildingrelationshipswithGypsy,RomaandTravellerparentswhoarehardtoreach.Theseparentsmightoftenfeelthatschoolofferslittleforthemorthattheirchildrenarebeingunfairlyjudged.Lackofparentalinvolvementandeffectivehome–schoolliaisonhasbeenamajorfactorinthelowattainmentofthesepupilsinthepast.

Aswithotherparentsandcarers,theparentsofGypsy,RomaandTravellerchildrenrequireconsistentandgoodqualitycommunicationwithschoolstaffabouthowtheirchildrenaregettingoninschool.

ThefollowingpointsidentifiedwithinExcellence and Enjoyment: learning and teaching for Black children in the primary years, Unit 1: Conditions for learning(DCSF2009),applyequallytoschoolswishingtobuildeffectiverelationshipswiththeirGypsy,RomaandTravellerparents.

Schoolsthathavedevelopedeffectivepartnershipswithparents:

• ensurethereisawholeschoolpolicyandpracticeaboutverbalandwrittencommunicationtoparents;

• developaculturewhereparentsfeelabletoapproachschoolstaffandwhereinformalcontactscanbemadewithkeystaffatregulartimesintheschoolday;

• shareaccurate,relevantandregularinformationabouttheirchild’sacademicprogresswithparentsandexplainhowtheymightsupportthemathome;

• communicatethepositiveaspectsofschoollife;

• ensurethatschoolstaffrespondpromptlyandwithcaretoparents’andcarers’concernsandcomplaints.



Case study 3: Family learning ICTToaddressarecurrentthemeforsomeGypsy,RomaandTravellerparentsthattheirchildrenweredisadvantagedatschoolbecauseofalackofformaleducationandliteracyathome,exacerbatedbythegrowingprevalenceofICTgeneratedhomeworkandGCSEcoursework,oneschoolhasprovidedfamilylearningICTlessons.Thesesessionsweremadepossiblethroughtheconsultationbetweentheschoolleadershipteam,theLAfamilylearningcoordinatorandthelocalGypsy,RomaandTravellerfamilies.

Thesessionsweresuccessfulinmanyrespects,allowingchildren,parentsandsometimeswholefamilygroupstolearnsidebyside.Asaresult,awiderangeofenthusiasticlearners,someofwhomwerenonliterate,acquiredbasicICTskills.

Pointsforreflection• WhatdoweknowaboutthepresentlevelofengagementofGypsy,RomaandTravellerparentsat

meetings,schooleventsandschoollife?

• Howdowe,asaschool,ensurethatweinvolveparentsofourGypsy,RomaandTravellerchildrenintheirchild’seducation?

• Inwhatareasdoweneedtoestablish,strengthenordevelopfurtherparent,carerandcommunitypartnerships?

• HowdostaffintheschoolcurrentlyaddressandchallengenegativestereotypesofGypsy,RomaandTravellerchildrenandparents?

Nextsteps• Checkthequalityofcommunicationsbetweenallstaff(includingtheleadershipteam)andparents

orcarersofGypsy,RomaandTravellerchildren.Aretheyeffectiveindevelopingconstructiveandrespectfulpartnershipsbetweenhomeandschool?Howdoyouknow?

• AnalysethequantityandtypesofcommunicationwithparentsandcarersofGypsy,RomaandTravellerchildren.Analysethewrittencommunicationsbytoneandcontent.

• IdentifytheopportunitiesprovidedforinvolvementinschoollifeforparentsandcarersofGypsy,RomaandTravellerchildren.Identifyactionsthatwouldincreasetherange,qualityandquantityoftheseopportunities.

• Reviewtheschool’sparentalpartnershippolicy.Developorimproveguidelinesforallwrittencommunicationstoparents.

• SetupaforumforparentsandcarersofGypsy,RomaandTravellerchildren,wheretheirviewscanbesought.Thiswouldincludehowtheywouldliketobeinvolvedinschoollifeandhowtheywouldliketobesupportedtohelptheirchildrenmakeprogress.




TheGypsy,RomaandTravellerhome-learningenvironmentGypsy,RomaandTravellerparentsprovidealearningenvironmentthatisconstantandprovidescontinuityfortheirchildrenastheytransferfromonesettingoroneschooltoanother.Mostofachild’sdayisspent,notinaneducationalsetting,butwiththeirfamilyandthewidercommunity.ThisholdsextrasignificanceforahighlymobileGypsy,RomaorTravellerchild,whomaybeawayfromschoolformanymonthsatatime.Evenwhenachildjoinsschoolfulltime,themajorityoftheirtimewillstillbespentoutofschoolwiththeirextendedfamilyandthewiderGypsy,RomaandTravellercommunityandthiscontinuestoexertalargeinfluence.Thesite,homeandcommunityareverysignificantlearningenvironmentsinthelivesofthesechildren.

ThelearningstyleswithintheGypsy,RomaandTravellercommunitiesareuniquetothemandschoolsneedtobeawarethat,withinmanysuchfamilies,childrenaretaughtinalessformalbutstructuredmanner.

Therearesomedifferencesbetweenschoolandhomebasedlearning.Mostofthesedifferencesbecomemoreapparentaftertheprimaryphase,asyoungpeopleentertheadultGypsy,RomaandTravellerworldofwork.MuchofthesecondaryschoolcurriculumtendstobeviewedbyGypsy,RomaandTravellerparentsasirrelevant,atoddswiththelearningandvaluesencounteredathome.Theyhaverealconcernsthat,inthelongterm,thedifferenceswillleadtotheirchildren’seventualdisassociationfromthefamilyandthecommunity.Inoneway,theGypsy,RomaandTravellerhomebasedlearningcanbeseenasanextendedworkexperience,equippingtheyoungpersonwiththenecessaryskillsandvaluesforentryintotheadultcommunity.Thisfamilylearninghasbeenhandeddownfromonegenerationtothenextand,inpart,explainsthecontinuedexistenceofthesedistinctethnicgroups.

IntraditionalGypsy,RomaandTravellerhomes:

• childrenlearnthroughparticipationratherthanbydecontextualisedverbalexplanation;

• learningentailstemporalandspatialfreedom,notalwayspossibleatschool;

• learningtakesplaceonanintergenerationalbasis,incontrasttothefixedpeergroupexperienceencounteredinschools;

• learningtendstobecollaborative,ratherthancompetitive,anddoesnotinvolvetesting;

• learningallowschildrenopportunitiestoworkautonomouslyandtoacquirestatusfromanearlyage;



• learningcarriesanexpectationthatyoungpeoplemakeaneconomiccontributiontothefamilylife;

• learningisdesignedtoencourageengagementinadultworkactivities;

• learninghasaclearconnectiontoeverydaylife,asdistinctfrombeingasteptowardsaqualificationthatmayormaynotrelatetofuturework;

• learningenhancesthesenseofcommunityidentityandfamilymembership.Levinson2009

ForthesereasonsmanyGypsy,RomaandTravellerparentsandtheirchildrenfindtheculturaldifferencesbetweenlearninginschoolandtheirownhomehardtonegotiate.LearningatschoolstrikessomeGypsy,RomaandTravellerchildrenasdemeaningbecauseitisnotobviouslyrelevanttoadultworkinglife.Parentsoftenfindhomeworkgivenbyschoolhardtoaccept;theyfeelthatwhentheirchildisawayfromschooltheyshouldteachthemGypsy,RomaandTravellerlifeskillsandvalues.Becauseofthesefundamentaldifferencesinlearningstyles,manysecondaryagedGypsy,RomaandTravellerchildrenseehomeeducation,ratherthanthelearningexperienceinschool,asrealeducation.Schoolsneedtobeawareofthesepotentialbarrierstolearningandtoworkwithparentstoconvincethemoftherealbenefitsofferedbyschoolfortheirchildren.

Pointsforreflection• WhatdoesyourschoolknowaboutthewayinwhichGypsy,RomaandTravellerchildrenlearnwithin

theirhomeenvironment?

• Howcanlearninginschoolsbemademorecollaborative,withfewerconstraintsontimeandspace?

• Hastheschoolconsideredworkingonanintergenerationalapproachtolearning,perhapsusingafunctionalskillsapproach?

• Howistheschoolmakingreferencetothehomeculture,toensurethatthechild’ssenseofcommunityidentityisenhancedbybeinginschool?

• Howcantheschoolworkwithparentstoidentifypathwaysthroughsecondaryeducationthatarerelevanttothefamily’sculturalvalues?

Nextsteps• WorkwithGypsy,RomaandTravellerparentsandcarersasthekeytothesolutionratherthanthe

problem,astheproblemcouldbetheresultofnegativeperceptions.

• Respectandvaluewhateachparty(parentsandschool)hastoofferandworkcollaboratively,whileemphasisingtheneedtoappreciateattendanceexpectations.

• Increasedialoguewithparentsandcarersandrecognisethatnewstrategiesorpoliciescannotbeimplementedwithoutparentalconsent.

• MatchparentalaspirationswiththepersonalisedofferforeveryGypsy,RomaandTravellerpupil.

• CommunicatetoGypsy,RomaandTravellerparentsandcarersrespectfortheirculturesandlifestylesandshowthatthisissafeguardedbyschoolpoliciesandactionplans.

• SupportGypsy,RomaandTravellerparentsandcarersinaddressingthelearningneedsoftheirchildren;evenwithpossiblypoorliteracyskills,theyareavitalresourcetosupportthelearningoftheirchildren.

• Workwithparentsandfamiliestofosteracollaborativeapproachtofindingpathwaysthroughsecondaryeducationthatlinktotheircultureandaspirations.




EstablishingrelationshipsintheEarlyYearsThissectionfocusesonthebuildingofpositivecrucialearlyrelationships,whichschoolandEarlyYearssettingstaffneedtomakewithparentsandcarersofGypsy,RomaandTravellerchildren.Foradditionalguidance,see Building Futures: Developing trust – A focus on provision for Gypsy, Roma and Traveller children in the Early Years Foundation Stage.

Althoughtheheadteacherwilltaketheleadinestablishingeffectivepartnershipswithparents,thestaffwhofirstdevelopandsustaintheseinitialrelationshipsarelikelytobeEarlyYearsFoundationStagepractitioners.Theyareuniquelyplacedtodevelopstrongparentandcarerpartnershipandcommunitylinks.Parentsandcarersusuallybringtheirownyoungchildrenintotheschoolandaremadetofeelwelcomeatthestartandendofsessions.

Evenbeforechildrenstartschool,EarlyYearsFoundationStagepractitionersmaybeworkingdirectlywithfamilies,as,inmanyschools,homevisitingwillprecedeschoolentry.TheseimportantintroductionstoEarlyYearscareandeducationsetthesceneforrelationshipsbetweenschoolandcommunityandcanestablishtheethosandvaluesofthewholeschool.Theserelationshipsneedtobemaintainedanddevelopedasthechildmovesthroughtheschool.InthecaseofGypsy,RomaandTravellerpupils,gettingitrightfromthestartappliesnotjusttotheirfirststartatschoolbuteachtimetheymoveintoanewone.

Allparentsandcarerscanimprovetheirchildren’sdevelopmentandlearning.Theyhavetherighttoplayacentralroleinmakingdecisionsabouttheirownchild’scareandeducationateverylevel.Successfulrelationshipsbetweenparentsandeducatorscanhavelonglastingandbeneficialeffectsonchildren’slearningandwellbeing.



I think the most important piece of advice is to get to know your families, no

matter what their cultural background. That provides the information to start the dialogue – and

starting the dialogue is really important because there might be fears on both sides, from the school’s

side as well as the parental side, and if you create the dialogue then you can start improving

the attendance because you diminish the fears that they might have.

Headteacher, EYFS

The Nursery teaching assistant is great; she really helps our children

cross that bridge between being on a Traveller site and coming into

nursery at the school.

Traveller parent




Case study 4: Ensuringapositive startThisurbanMidlandsprimaryschoolhasdevelopedanexcellentrelationshipwithparentsandnurserychildrenonthelocalTravellersite.Thechildrencanstartintheonsitenurserybutthenmovetotheschoolnursery.Byprovidingadedicatednurseryteachingassistant,whohasresponsibilityforoutreachworkinthecommunity,theschoolhasbeenabletomakelinkswiththeGypsy,RomaandTravellerfamiliesthroughtheuseofamobilelibraryvanonthesite,organisingvisitsfromSureStartandhealthvisitors.Thisworkhasalsoincludedthesettingupofamotherandtoddlergroup.AlltheseinitiativeshavegraduallymovedfromtheTravellersitetotheschoolsothatthereisaseamlesstransitionfortheGypsy,RomaandTravellerparentsandchildrenintonurseryattheschool.Thekeyfactorinallthisworkhasbeentheroleplayedbythededicatedcommunityoutreachworkerwhoisknownand,mostimportantly,trustedbytheparentsandthecommunity.

Successfulrelationshipsbecomepartnershipswhenthereistwowaycommunicationandparentsandpractitionersreallylistentoeachotherandvalueeachother’sviewsandsupportinachievingthebestoutcomesforeachchild.

Early Years Foundation Stage: 2.2 Positive relationships, parents as partners



Transition is a very important issue for us and so, from a very early age, and in the ethos of

the school, we’ve always had home visiting. What we were able to do through participating in the Gypsy, Roma and Travellers programme is, in fact, to increase visits to the site and to stress the

importance of how important nursery school is to them...and also to lay the foundations to combat any fears or unease that they might have about school Indeed, transition is, again, very much part of our process so we support it by regular contact with primary school and...joint visits to the site. We share any

information that might be valuable through their records and with regular visits to the primary school. But what we also feel is really important is that

when the children have transfered they revisit the nursery in their first year, as well. So, again, it’s partnership and

working together that really does improve relationships with the families.

Headteacher, London

Pointsforreflection• DoweknowifthereareanyGypsy,RomaandTravellerfamiliesinourarea?Havewecontactedthe

LATESStofindout?

• Howeffectiveisouroutreachworkinestablishingtrustingpersonalrelationshipsrightfromthestartforallpupils?

• AreweproactiveenoughinvisitingGypsy,RomaandTravellersitestohelpfamiliesovercometheirfearsaboutaccessingoursettingsandschools?

• DoweencourageGypsy,RomaandTravellerparentstoparticipateinsessionswiththechildrenandlearnhowtheycansupporttheirchild’slearning?

Nextsteps• Carryoutastaffreviewofperceptionstowardsthesecommunities;challengenegativeviews

throughtrainingandbymeetingthefamilies,possiblyonsiteintheirownhomes.

• WorktogetherwiththeLATESStoestablishclosepersonalcontactswiththeGypsy,RomaandTravellerfamiliesonTravellersites.

• Identifyamemberofstaffwhocanactasthemaincommunityoutreachworker.

• Audityourtoys,booksandresourcesforGypsy,RomaandTravellermaterialstoidentifygaps;workwiththeTESStofillthesegaps.




EstablishingrelationshipsintheprimaryphaseSchoolswillbeatdifferentpointsinrelationtotheirpartnershipswithGypsy,RomaandTravellerparents.However,allschoolswillneedtoconsiderhowtodeveloptheirengagementwithparents,particularlyifinterventionoradditionalsupportisbeingconsideredforGypsy,RomaandTravellerchildren.

Anopen,honestdialoguewiththeparentswillenableissuestobeairedandforrelationshipstobebuiltontrustandunderstanding.Itishelpfulifthemeetingordiscussionisopenedbyaheadteacherormemberoftheseniorleadershipteam(SLT),asthissignalstotheparentsitsimportancetotheschool.Allowingplentyoftimefordiscussionwillhelpparentstoairtheirviews,anxietiesandopinions.Thiswillenableanymisunderstandingstobeaddressedatanearlystage.

Anymeetingatschoolneedstobeorganisedthoughtfully,inpleasantsurroundings,withpositiveimagesofGypsy,RomaandTravellerlifestylespromotedindisplays.Ifitisnotpossibletoholdthemeetingattheschool,thenitshouldbeplannedtotakeplaceinalocationwheretheGypsy,RomaorTravellerparentfeelsmoreatease,perhapsontheirownsiteorintheirownhome.



We have worked hard to foster improved links with Gypsy, Roma and Traveller

parents, hosting targeted parents’ meetings to discuss their specific needs, how reading is taught at school and how they can support at home. These meetings

also targeted support for transition from home to school for Foundation Stage children,

and included practical advice on school admissions procedures.

Primary deputy headteacher

Thediscussionmightinclude:

• parentalexperiencesofschool;

• whatitmeanstobeasuccessfulGypsy,RomaorTraveller;

• howtheschoolcanbestsupporttheseaspirations;

• whatparentsfeelarethereasonsforsomanyGypsy,RomaandTravellerpupilsnotsucceedingacademically;

• whattheschooldoesdowellforthesepupils;

• whattheschoolcoulddobettertosupportthem;

• expectationsofthepupil,thefamily,theschool;

• expectationsaboutattendance.




PossibleareastobeconsideredforjointagreementbetweentheschoolandGypsy,RomaandTravellerparentsmightincludethefollowingissues.

• Childrenmayneedtodevelopdifferentskillsetsfromthoseoftheirparentsforafutureandfastchangingworld.

• Despitedisruptededucationandhostilityshownbysomesectionsofsociety,Gypsy,RomaandTravellerchildrenandyoungpeoplehavetherighttoafulltimeeducation,inorderthattheycanmakechoicesasadultsinachangingworld.

• TheschoolwillrespectthehomelearningstylesandappreciatethatthechildmayalsobelearningotherskillsandparticularliteraciesrequiredforsuccesswithintheGypsy,RomaorTravellerculture.

• Schoolsneedstobeclearinexpressingtoparentsthattheirapproachtolearning,sharedreading,homeworkandregulartestingdoesnotunderminethelearningthatisalreadytakingplacewithinthefamily,butrathercomplementsandaddstoit,enablingthechildtocombinethebestofbothstylesoflearningtoachievetheirfullpotential.

• Parentsneedtoengageintheirchildren’slearningbyfocusingontheoutcomesinpractical,concreteterms,pointingoutthebenefitstothechildandthefamily.CurrentlytheoveralleducationalachievementofGypsy,RomaandTravellerpupilsisthelowestofanygroupintheUKbutthereisnoreasonwhythisshouldcontinuetobethecaseifeveryoneworkstogether.SomeGypsy,RomaandTravellerpupilsalreadyachieveaswellasotherpupils.

• TheschoolhastoconvinceparentsthattheyhavehighexpectationsofGypsy,RomaandTravellerpupils,givingthemthechancetoachievethebestpossibleoutcomes.Ifpupilsarebeingtargetedforsupportitisworthexplainingthatitisnotbecausetheyarepoorachieversbuttoensureextrasupportsothattheycancatchupandachievetheirfullpotential.

• ParentsmayneedtobepersuadedthatchildrenwillbenefitfromQualityFirstteachingalongsidetheirpeers,inadditiontosupportgivenindividuallyorinsmallergroups.Theymayneedtoknowthatchildrenwillnotbepenalisedthroughmissingoutonpreferredactivities.

• Schoolsmustunderstandthattheparentsonlywantwhatisbestfortheirchildren,withinthecontextoftheirownunderstandingandculturalexperience.

The strategy that we found really worked was…using the increased knowledge

we had of their particular needs…with greater contact with the Traveller families, we began to understand

what their present needs were with regards to literacy and numeracy. Once we gained the confidence

through meetings between the staff and the Traveller parents, we were able to improve the attendance of

the Traveller children.

Headteacher, Outer London



Despitelimitationsorgapsintheirownliteracyskillsandtheirownexperienceofeducation,thereisstillmuchthatGypsy,RomaandTravellerparentscanbeencouragedtodotosupporttheirchildren.Theycan:

• communicateenthusiasmforschool,linkingitwithculturalaspirations;

• provideaquietspaceforchildrentoworkandsomewheresafeforthemtokeeptheirschoolbooks;

• encouragethemtodosomehomeworkeverynight;

• encourageregularattendanceandgoodbehaviour;

• congratulateandrewardchildrenforgoodworkatschool;

• askquestionsabouttheschooldayandtheirlearning;

• talktotheirchildrenabouttheirschoolwork,whattheylike,whattheyfinddifficult;

• allowthemtotakepartinschooleducationalvisits;

• discusstargetsandwhatthechildneedstodotoimprove;

• withyoungerchildren,tellstories,sharepicturebooksandsimpleeducationalgames.




Case study 5: Introductory meetings for parentsInashirecountyintheWestofEngland,twoprimaryschoolshadsimultaneouslyidentifiedtheneedtoengagegroupsofhardtoreachparents,includingthoseofGypsy,RomaandTravellerpupils.TheyworkedtogethertoapplyandgainfundingforParentSupportAdvisers(PSA).Initially,thePSAscarriedoutsitevisitswithTESSstafftoexplaintheirrole,developingleafletsabouttheirworkandgoingthroughthemwithparents.Parents’concernsandinterestswerenoted,tobefedbacktotheschoolsandaddressed.

ThePSAsmadethemselvesavailabletoparentsdaily,atthebeginningandendoftheschoolday,meetingparentsintheplaygroundandactivelyengagingthem.Dropinsessionswereheldforparentstogothroughtheweeklynewsletter,whichaddressedtheexpressedneedforinformationotherthaninwrittenform.Parentswerealsoinvitedtoattendfurthergroupsandparticipateinlessons.

Gypsy,RomaandTravellerparentsidentifiedareasofneedatthebeginningofeachkeystage.ThePSAsthereforeplannedweeklyintroductorysessionsforGypsy,RomaandTravellerparentsofpupilsinReceptiontoYear3,whereschoolproceduressuchashomeworkandbehaviourwereexplained,thecurriculumwasdiscussedandparentswereadvisedonpracticalwaystosupporttheirchildren.Parentshadopportunitiestoraiseanyconcernsthattheyhadandtoexpresstheirviews.

AsaresultofthePSAs’role,Gypsy,RomaandTravellerparents’engagementinschoolhasincreased;parentsnowdirectlyparticipateinlessons,helpingwithcookeryandsewingprojects.ParentsatthejuniorschoolexpressedarealsenseofsupportfromtheschoolthroughthePSA.Attendanceatparents’eveningshasimproved.

Thisprojecthasbeencrucialinacceleratingtheongoingworkoftheschoolsinovercomingbarrierstoparentalinvolvementintheirownschools



Case study 6: Improving the self-esteem of Roma learnersAninnercityprimaryschooldecidedtoimprovetheengagementandliteracylevelsofitsRomachildrenaspartoftheschooldevelopmentplan.Thechildrenhadbeenidentifiedasagroupamongthosemakingpoorprogress.Staffwereconcernedabouttheirpoorlevelsofattendanceandpunctuality,aswellastheirlowselfesteemaslearners.

Inthefirstphase,theschoolestablishedRomaProjectafternoons;thegroupattendedsessionswithRomastorytellers,musiciansanddancersaswellasaprofessionalfemaleRomafootballplayerfromthelocalcommunity.EachRomachildtookanonRomafriendtothesesessions,andtwochildrenfromeachoftheclasseswithoutRomachildrenalsoattended.AllthechildrenfedbacktotheirownclassesinordertoraisetheprofileofRomaculture.Corridordisplayswerealsocreated.

Thelevelsofachievement,attendanceandpunctualityofRomachildrenweremonitoredthroughouttheterm.

Duringthenextphase,levelsofachievement,attendanceandpunctualityofRomachildrencontinuedtobemonitored,interventionsforliteracywerestartedwhereappropriate,andincentivestoimproveattendanceandpunctualitywereinitiated.

Theafternoonsessionswithstorytellers,musiciansanddancerscontinuedand,inaddition,schemesofworkweredesignedandtrialledinthesesessions,forexamplebuildingatraditionalGypsywagon,exploringvariousaspectsofRomaculture,historyandlanguage.ThesewereusedtocreateschemesofworkforPSHE,designandtechnologyandartinthewidercurriculum.Resourcesandbookswereboughtfortheschool.Oneyeargroupundertookadesignandtechnologyprojecttocreateastorybook,basedonaRomamyth.

WhenGypsy,RomaandTravellerHistoryMonthwascelebratedacrosstheschool,manyRomavisitorscameinandsomeclasseshadatastersession.Allclassesundertooksessions,learningaboutRomaculture,historyandlanguage,andcompletedartwork.Displaysoftheworkwereputupthroughouttheschool.

AmemberoftheRomaSupportGroupfromthelocalcommunityworkedwiththeschoolduringbothphases.AsanoutcomeoftheworktheattendanceofalltheRomachildrenhasimprovedandparentsareattendingmeetingsandfunctionsinschool.Ratesofprogressforthistargetgroupshowthatmanyofthemhavemadeacceleratedprogress.




Pointsforreflection• AretheparentsandcarersofGypsy,RomaandTravellerpupilsinyourclassconfidentaboutcoming

intoschooltoattendmeetingsandtobefullyinvolvedintheirchildren’seducation?

• WouldyoubeconfidentaboutvisitingyourGypsy,RomaandTravellerfamiliesathome?Ifnot,whynot?

• WhoshouldleadattheinitialmeetingwithGypsy,RomaandTravellerparentsandwhichmembersofstaffshouldbepresent?

• Whomightbeotherkeypartners,forexampleFamilyLearning,Children’sCentre,TESS?Whatwouldbetheirinvolvement?

• ArethereanylocalGypsy,RomaandTravellerrolemodelswhocouldsupporttheschool?

• Howwillyoucommunicatewithparentswhocannotorwillnotattend?

Nextsteps• EstablisharegularmeetingwithGypsy,RomaandTravellerfamiliestodiscussintervention

programmes,travelplans,regularattendanceandparentalattitudestothebenefitsoffulltimeeducationbeyondprimarystage.

• EstablishspecificprojectsforYear5pupilsandtheirparentsandfamilies,tosupportthemthroughsecondarytransfer.

• WorkcloselywithsecondaryschoolsinyourareatobegintheprocessofmaintainingthetrustandunderstandingthathavebeenestablishedwiththeGypsy,RomaandTravellerchildrenandfamilies.



EstablishingrelationshipsinthesecondaryphaseGiventheimportanceofparentalsupportfortheirchildren’slearning,schoolsneedtoconsiderGypsy,RomaandTravellerparents’aspirationsandexpectationsandworkcloselywiththem.Researchshowsthatmanyparentsareconcernedthatsecondaryeducationcanleadtothedeculturalisationoftheirchildrenintermsoftheirheritage.Schoolsneedtobesensitivetothisissuewhenmeetingwithparentstodiscussprogressinthisphaseoflearning.Manyparentshaverealanxietiesabouttheirchildrenlosingtheirsenseofidentityandlearningwaysthatconflictwithhomevalues.

Parentalattitudesareclearlyanimportantfactorinschoolretention.Themothersoftheretainedstudentsbelievedthatsecondaryeducationwasimportantbecauseitpromisedtooffermorechoiceandopportunityfortheirchildren.Couldmorebedonetoconfirmandreinforcethisideathroughproactiveandimaginativeworkwithparents?

Gypsy Traveller Students in Secondary Schools (DerringtonandKendall2004)

Thereisaparticularanxietythatdaughterswillmoveawayfromthetraditionalpathsenvisagedforthem,andthatthiswilldisruptfamilylife.

Kiddle,C.TravellerChildren:AVoiceforThemselves,1999.©JessicaKingsleyPublishers.Usedwithkindpermission.




Case study 7: Parents’ contribution to curriculum developmentOnesecondaryschoolintheMidlandsdecidedtodevelopthecurriculumtocelebrateGypsy,RomaandTravellerculture,encouragingparentswhovisitedtheschooltohelpnotjusttocelebratetheirculturebutshareitwithothers.

ThecurriculumcoordinatorworkedalongsidetheLATESSadvisertodevelopfurtherthethemedcurriculum.Withinunitsinschemesofwork,Gypsy,RomaandTravellercultureandhistoryweremadeexplicitandcelebrated.

TwoparentscameintoschooltotalktothechildrenaboutGypsy,RomaandTravellerweddingsandchristenings,aspartofreligiouseducation.Theparentsweresupportedduringtheplanningofthisactivity.Theparentswereencouragedtotalkabouttheirculture,bringingvisualaids,sothatallchildrencouldunderstandhowtheseimportanteventsaremarkedandcelebratedaspartoftheircomparativereligiousstudyonritesofpassage.

DuringGypsy,RomaandTravellerHistoryMonth,astorytellercameintotheschool,toworkwithallYear7pupils,tellingstoriesaboutGypsy,RomaandTravellerculture,historyandtraditions.Hevisitedtheschooloverseveralweeks,workingwithchildrenfromdifferentgroups.

Alloftheseactivitieshelpedtoreinforcetoleranceandrespectforallcultures,withinboththeschoolandthewidercommunity.

Improving attendanceTheissueofirregularornonattendancebyGypsy,RomaandTravellerpupils,particularlythoseofsecondaryage,hasbeenconsistentlyflaggedupforover30years(Plowden,1967;Reiss,1975;Swann,1985;Ofsted,1996,1999;DfEE,1999a).

Despitethisawarenessandthemechanismsintroducedrecentlytoraiseattendancelevelsgenerally,thesituationforTravellerstudentshasbarelyimprovedandremainsanareaof‘graveconcern’.

Managing support for the attainment of pupils from minority ethnic groups(Ofsted2001)

SecondaryschoolsneedtoworkhardtoensurethatGypsy,RomaandTravellerpupilstransferringtothembuildontheirpositiveexperienceofteacher–pupilrelationshipsintheprimaryphase,toensurethatpupilsdonotdropoutofeducationatKeyStage3.

TherelationshipbetweenGypsy,RomaandTravellerparentsandschoolsislikelytobeparticularlychallengingtodevelop.ManyGypsyTravellerparentshavelittleornoeducationorhavehadpoorqualityexperiences,especiallyinsecondaryschools.Theyoftenhavefewliteracyskillsmakingitdifficultforthemtoknowhowbesttosupporttheirchildren.Someparentsalsodonotappreciatetherelevanceofthesecondarycurriculumtotheirchildren’sfutureandseeitasunderminingtheirvaluesandaspirationsfortheirchildren.

Aiming High: Raising the Achievement of Gypsy Traveller Pupils (DfES2003)

Keyfactorsthathaveimprovedthelikelihoodofsuccessfultransferandgoodattendanceatsecondaryschoolsinclude:

• havinganolderbrotherorsisterwhohadtransferredsuccessfullytosecondaryschool;

• developingstrongrelationshipswithotherpupilsandasecuresenseofself,whichappearedtobepredominantfeatures.ThebestattendeeswerealmostalldescribedbytheirteachersasbeingpopularandgoodmixerswithasecurenetworkofnonTravellerfriendsinschool.

Derrington,C.andKendall,S.,2004,Gypsy Traveller Students in Secondary Schools: a: Culture, Identity and Achievement.©TrenthamBooks.Usedwithkindpermission.



ThesepointsillustratetheimportanceofensuringthatsecondaryschoolsputinplaceresourcesanddevelopaculturallyrelevantcurriculumthataffirmsandrecognisestheimportancetoGypsy,RomaandTravelleryoungpeopleoftheirculturalidentity.Positiveselfesteemisimportantforeffectivelearning.

I want the kids to be able to read and write, to get a proper job.

I want them to learn a lot more than I learned, to get a proper education and

not to be a cleaner.

Traveller parent

Onewayinwhichthiscanbeaddressedisbysecondaryschoolsshowingpupilsandparentsthattheyarelisteningtotheirconcernsandactinguponthem.




Case study 8: Improving attendanceAtoneschool,theheadteacherandSLTdevelopedsystemstoaddresstheconcernsofGypsy,RomaandTravellerfamilies.WorkinginpartnershipwithGypsy,RomaandTravellercommunitieshashelpedthemtoensurethatthefiveoutcomesoftheEveryChildMattersagendaaremet.

Thepreviousheadteachershowedenormouscommitmenttobuildingstrongandlastingpartnershipswiththecommunity.Thishascontinued,withthenewheadteachersupportingtheseaimswithinnovativeapproaches.

Akeyfocusistoprovideasupportiveethos,inwhichparentsfeelabletoapproachanymemberofstaffwithconcernsorissues,andfamiliesareencouragedtofeelthattheyarefullparticipantsinthelifeoftheschool.TheSLTrecognisestheimportanceofaculturallyinclusivecurriculumandanenvironmentthatreflectsanethosofdiversityandacceptance.Thenewheadteacherhasledinitiativestobuildongoodrelationshipswiththefamilies,includingactivitiesthatsupportandvalueGypsy,RomaandTravellerculture.

• ApracticingGypsyartistworkedwiththepupilsandparents,deliveringartworkshops,modellinggoodpractice,raisingaspirationsandcelebratingTravellerculture.

• TheLA’sTESShasprovidedCPDtrainingtoallnewstaffandteachersabouttheGypsy,RomaandTravellercultureandhowtoworkwithfamiliestobuildeffectivepartnershipwithparents.

• Theschoolhasworkedwithfamilies,developingITskills.TheparentsandpupilstookpartinmakingaDVDROMthattracedthefamilyhistoryofTravellersintheareaandthiswasshownatthelocalcommunitycentre.

• ATravellerstorytellerworkedwithfamiliesandpupilsusingGypsy,RomaandTravellerculturalstoriestoenhanceknowledgeandimproveliteracyskills.

• TheTESSandSLThaveworkedinpartnershiptoimproveselfascription,focusingoneachnewintakeandcommunicatingwithparentstoaddressconcerns.

• Theschool–familylinkworkertargetedthenonattendanceoffamiliesandsupportedparentswithpreventativestrategies.

• TheschoolsoughttheviewsofbothparentsandpupilstogainbetterunderstandingoftheaspirationsandvaluesoftheGypsy,RomaandTravellercommunities.

• Travellerpupilsareactivelyinvolvedintheschoolcouncil.

• Therehasbeenstrongparentalcommitmenttobreakfastclubs,resultinginhighattendanceofGypsy,RomaandTravellerpupils.

TheSLTwasthekeydriverfortheimprovedattendance,engagementandraisedattainmentofGypsy,RomaandTravellerpupils.Actionsrequiredtoengageandsupportparentandcommunitypartnershipswereviewedasawholeschoolresponsibility.Thisworkhasestablishedmutualtrust,motivation,asenseofjointresponsibilityandagreaterunderstandingofandempathyfortheGypsy,RomaandTravellerculture.TheheadteacherandSLTmadeittheirpersonalresponsibilitytomeetwithparentstogainaninsightintotheirviewsoneducation,concernsfortheirchildrenandaspirationsforthefuture.



Pointsforreflection• WhatexperienceshaveyourGypsy,RomaandTravellerparentshadofsecondaryschools?

• WhatdoyouknowaboutGypsy,RomaandTravellerparents’aspirationsandexpectations?

• Gypsy,RomaandTravellerparentshaverealanxietiesconcerningtheirchildrenlosingtheirsenseofidentifyandlearningwaysthatconflictwithhomevalues.

• Schoolsthatprovideasupportiveethos,ledbytheSLT,encourageGypsy,RomaandTravellerparentstoexpressanyconcernsandissueswithallmembersofstaff.

• SLTsneedtoworkinpartnershipwiththeLATESStoencourageselfascriptiontoprovideaccuratedataandtargetresources.

Nextsteps• BuildonthepositiverelationshipsestablishedintheprimaryphasetoensurethatGypsy,Romaand

TravellerpupilsdonotdropoutofeducationatKeyStage3.

• WorkproactivelywithGypsy,RomaandTravellerparentstoreinforcethebeliefthatsecondaryeducationoffersmorechoiceandopportunityfortheirchildren.

• DevelopaculturallyrelevantcurriculumthataffirmsandrecognisestheimportanceofculturalidentitytoGypsy,RomaandTravelleryoungpeople.EncourageGypsy,RomaandTravellerparentstosharetheirculturewithothers.

• AskparentsandpupilsfortheirviewstogainbetterunderstandingoftheaspirationsandvaluesoftheGypsy,RomaandTravellercommunities

• EstablishspecificprojectsforYear8pupilsandtheirparentsandfamilies,tosupportthemthroughtransitionbetweenKeyStages3and4.

• Developaflexibleandculturallysensitiveapproach,inpartnershipwithotheragencies,toensureaccesstoapersonalisedandappropriateeducationalpackageleadingfromschooltotheworldofwork.




Partnershipandco-educatingBuildingrelationshipswithparentsandcarersofGypsy,RomaandTravellerchildrencanbedevelopedbeyondbasicinformationgiving,towardsparentsandcarersinajointroleascoeducators.Realhome–schoolpartnershipviewsparentsascoinvestorswhoneedtobeengagedintheongoingprocessofeducation.Oncetheimportanceofparentsandcarersastheirchild’sfirsteducatorsisestablished,thereareclearbenefitsforchildrenifschoolstaffdevelopthisintopartneredcoeducation.

Afirststepinvolvesparentsandcarersintheworkoftheschool,beinginvitedandrespondingtoinvitationsandbeingpositiveaboutwhattheschooloffers.ThenextstageisfortheschooltoworkwithparentsandcarersofGypsy,RomaandTravellerchildrenoneducationalissuesandactivitieswhichmakechangestotheschool’scurriculum,processesandoutlook.Theaimistomovefrominitialengagementofparentsandcarers,tokeepingtheminvolved,toestablishingthemascoeducatorswithschoolstaff.Thefollowingstagesgivesuggestionsforsomeactivitiesschoolshaveusedtodevelopthispartnership.

Thefollowingsuggestionshavebeenadaptedfrom Excellence and Enjoyment: learning and teaching for Black children in the primary years.

Stage 1: Engaging parents• Managingcommunicationthroughclearpolicies

• Encouragingthemtoaccompanytheirchildrenonaneducationalvisit

• Offeringrefreshmentsafterassemblies,sportsevents,meetings

• Outreach–smallmeetingsonsiteintheirownhomesandtrailers

• ‘Stayandplay’sessionsinEarlyYearssettings

• Talkingwithparentsontheprimaryplayground(givingspecificinformation,respondingtoqueries,sharinggoodnews,canvassing)

• Parentfriendlyreceptionareas(informationandliteratureeasilyavailableandaccessible,welcomingreceptionstaff)

• Timeddropinsessions,forexamplebookortoylibrary

• Informalworkshops,learningorgamesactivities,alongsidetheirchildren

• Communitylunches,especiallywithatheme

• Invitingparentstojoininjuniorschoollunchtimesonaclassrotabasis

• Thoughtfullyarrangedandtargetedparents’evenings

• ‘Clinics’staffedbykeypersonnel(home–schoolliaisonandinterpretersforRomaparents)



Stage 2: Keeping parents involved• Parentadvocates–keyparents,formalbody,friendsoftheschool

• Parentassociates(hearingreaders,escortingschooltrips,extendedoutofschoolvisits,communityevents,fundraising)

• Parentworkshops(developingmaterials,curriculumandinterestgroups)

• ParentsattendingcurriculumeveningsforexampleGypsy,RomaandTravellerhistoryevents

• Parentsinschooltellingstories,leadingcraftactivities,sharingexperiences,contributingtoassemblies

• Regulartargetedformalparentconsultationsorfocusgroups

• Parentgovernorappointments

• Registerofparents’skillsandtalents

• Celebratingparents’talentsandachievements

• Familyoutings

Stage 3: Parents as co-educators• Parentssupportingchildrenintheclassroom

• Parentslearningalongsidechildren,forexampleGCSEclasses,foreignlanguages,ICT

• Parentsasspeakersatevents

• Parentgovernorlinkedwitheachyeargroup

• Homeworkpartnerships

• Establishmentofaparents’groupforconsiderationofstrategicdevelopments,workingwithSLTandgovernors

• Providinghomeworkactivitiessuchasinvestigationsintofamilyhistory,whichengagethewholefamily

• Parentsandoldermembersofthecommunityactingasmentorsinschool

• Schooldisplayofrolemodels,Gypsy,RomaandTravellerparentsandcarersasachievers




It is not like years ago when we used to go to school. Things have changed

and they’re changing big time. You need a computer for nearly everything now. The kids need their

education to get on in life, get themselves a future. I want better for my kids, than I’ve had, do you know

what I mean?

Traveller parent

Pointsforreflection• HowcanweencourageandsupportGypsy,RomaandTravellerparentstobecomeeffectiveco

educators?

• WhatattributeswouldtypifyaschoolthathasGypsy,RomaandTravellerparentsandcarersascoeducators?

• Whatwouldbethebenefitsforchildren’sattainmentandprogress?

• Whatishappeningnowateachstageinourschool?Whatcanwebuildonanddevelop?

• Whatarethepotentialbarriersandhowcanweovercomethem?Doweneedtochallengestereotypesorperceptions?

• Whatadditionaltrainingwillbeneededforthewholeschool,staffandgovernors?

• Howcanwekeepworkwithparentshighontheagenda?

• Howcanwesharegoodpractice?

• Wherecanwegetsupport?

• Howcanweensuresharedownershipandresponsibilitybyparentsandtheschool?



NextstepsSchoolleaderscould:

• organiseaprofessionalmeetingforstaffto:

− explorethebenefitsofworkinginpartnershipwithparentsandcarersofGypsy,RomaandTravellerchildren

− considerpertinentmessagesfromresearch

− identifybarrierstoandstrategiesforimprovingpartnershipswithparentsandcarersofGypsy,RomaandTravellerchildren;

• reflectontheselfevaluationform,section4:Effectivepartnershipwithparentsandcommunity;

• plantoputreviewedstrategiesintoplace,checktheimpactoftheworkanddecidewheretheoutcomeswillbesharedwiththefullstaff.

I want better for her. She deserves it. I think more Travellers should get out there and put

their back into it and give their children an education, if they want to be doctors and nurses, something like

that. That’s what I want for my children.

Traveller parent




InvolvingthewiderGypsy,RomaandTravellercommunitiesSincetheintroductionoftheEducationandInspectionsAct2006,allschoolsinEnglandhaveadutytopromotecommunitycohesion.Ofstedhasaduty,whichcameintoeffectinSeptember2007,toreportonthecontributionsmadebyschoolsinthisarea.Schoolswillcontributetocommunitycohesionthroughtheirapproachto:

• teaching,learningandthecurriculum:promotingdiscussionaboutcommonvaluesanddiversity;

• equityandexcellence:ensuringequalopportunitiesforallpupilstosucceedatthehighestlevelpossible,byremovingbarrierstoaccessandparticipation;

• engagementandethos:providingopportunitiestointeractandbuildlinkswithparents,communitiesandotherschoolslocally,nationallyandinternationally.

TravellersitesandtheGypsy,RomaandTravellercommunitiesneedtobeseenaspartofthelocalcommunity.Schoolsmustmakeeveryefforttoincludethemintheiractionsandplanning,topromotecommunitycohesion.

Itisclearfromrecentresearchthatschoolsthatservetheirchildrenwellalsoseektodevelopactivepartnershipswiththecommunityinwhichtheywork.Thisentailsestablishingrealrelationshipsbetweenschoolsandthesurroundingcommunities,toensurethatnochildfeelsthattheymustleavetheircultureatthegates.Ifschoolsarefullytounderstandtheirchildren,theyneedtohavesomeunderstandingandknowledgeofthecommunitiesfromwhichtheycome.UnderstandingthelocalcontextisvitalifschoolsaretorespondtotheneedsoftheirGypsy,RomaandTravellerchildren.

…thebestschoolsmoreoftenthannotcombineadriveforhighachievementwithastrongcommunityprogrammewhichbothpromotes,andbenefitsfrom,goodracerelations.

…schoolscannot‘goitalone’againsttheforcesofracialinequality,prejudiceandsocialexclusionthatareoutsidetheirgatesbutreachintotheclassroom.

RaisingtheAttainmentofMinorityEthnicPupils:SchoolandLEAResponses(Ofsted1999)

Case study 9: Community cohesionTheheadteacherofaschoolwithintheGypsy,RomaandTravellerAchievementProgramme(GRTAP)identifiedthatoneofthemostsignificantachievementsintermsofcommunitycohesionwasrespondingtoaTravellersuggestionthattheyhaveanonsiteopendaytocelebrateGypsy,RomaandTravellerAchievementMonth.Sowearrangedavisittothesite.

Webroughtgroupsofchildrenfromthenursery;theTravellerchildrenshowedtheirfriendstheirhome,wheretheylived.Groupsfromtheprimaryschools,accompaniedbybothprimaryheadteachers,alsovisited.Wehadartgroupsthatcamedownandshowedphotographs.WesharedfoodpreparedbytheTravellers.Nextyearwethoughtwe’dactuallyhaveastreetparty,whichcouldtheninvolvesomeoftheTravellerswhodon’thavechildren,sothattheyfeelincluded,aswell.



InvolvingTravellerparentsandthewidercommunitypositivelyandimaginativelyinthelifeanddevelopmentoftheschoolisvitalinraisingaspirationsandexpectations.RecruitingandsupportingGypsy,RomaandTravellerparentstobeschoolgovernors,invitingthemtoworkinschoolsasmentorsandteachingassistants,namingkeystaffascontactsforparentsarestrategieswhichprovidepositiverolemodelsforall.

Aiming High: Raising the Achievement of Gypsy Traveller Pupils(DfES2003)

They make you feel welcome when you walk in the school, there are Gypsy displays and

wagons and horses and they treat our children exactly the same as other children. We are helped by the

school to feel like all the children are equal.

Traveller parent

Pointsforreflection• HowdoestheschoollinkwiththewiderGypsy,RomaandTravellercommunity?

• WhatplanshastheschoolmadetocelebrateGypsy,RomaandTravellerHistoryMonthandhowwillyouinvolveparentsandthewidercommunityintheplanninganddelivery?

• Havetherebeenanybarrierstoparentandcommunityparticipation,includingthosesetupbytheschool?




Referencesandfurtherreading

ReferencesDCSF(2006),School Supported Distance Learning,DCSFref.040732006DOMEN

DCSF(2008),Excellence and Enjoyment: learning and teaching for Black children in the primary years,DCSFref.000592008BKTEN

DCSF(2008),The Inclusion of Gypsy, Roma and Traveller Children and Young People,DCSFref.000632008

DCSF(2009),Excellence and Enjoyment: learning and teaching for Black children in the primary years, Unit 1: Conditions for learning,DCSFref.000592008BKTEN

Derrington,C.andKendall,S.(2004),Gypsy Traveller Students in Secondary Schools: Culture, Identity and Achievement,TrenthamBooks,ISBN1858563208

DfES(2002),Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils,DfESref.0001/2002

DfES(2003),Aiming High: Raising the Achievement of Gypsy Traveller Pupils,Nottingham,DfESref.0443/2003

DfES(2005),The Shape of Things to Come: personalised learning through collaboration,DfESref.15742005

DfES(2007),Early Years Foundation Stage: 2.2 Positive Relationships, Parents as Partners,DfESref.000122007DOMEN

Kiddle,C.(1999),Traveller Children: A Voice for Themselves (Children in Charge),JessicaKingsleyPublishers,ISBN9781853026843

Levinson,M.P.(2009),The Education of Gypsy Children,reportcommissionedbytheCambridgePrimaryReview(Director:R.J.Alexander),Unpublished,ExeterUniversity.

Ofsted(1999),Raising the attainment of minority ethnic pupils,ref.HMI170

Ofsted(2003),Provision and support for Traveller pupils,HMI455

Further readingActon,T.andDalphinis,M.(eds)(2000),Language, Blacks and Gypsies: Languages without a written tradition and their role in education,London:WhitingandBirch,ISBN10:1861770197,ISBN13:9781861770196

Clark,C.andGreenfields,M.(2006),Here to Stay: The Gypsies and Travellers of Britain,UniversityofHertfordshirePress,ISBN1902806336

Danaher,P.A.,Combes,P.andKiddle,C.(2007),Teaching Traveller Children: Maximising Learning Outcomes,StokeonTrent:TrenthamBooks,ISBN9781858563770

DCSF(2008),The Inclusion of Gypsy, Roma and Traveller Children and Young People,DCSFref.000632008DOMEN

Hancock,I.(2002),We are the Romani people,UniversityofHertfordshirePress,ISBN1902806190

Levinson,M.P.andSparkes,A.C.(2006),Conflicting value-systems: Gypsy females and the home – school interface,ResearchPapersinEducation, Volume21,Issue1,March2006

Levinson,M.P.(2008),Not just Content, but Style: Gypsy Children traversing boundaries’,ResearchinComparativeandInternationalEducation,Volume3Number3



Marks,K.(2004),Traveller Education: Changing Times, Changing Technologies,StokeonTrent:TrenthamBooks

Ofsted(1996),The Education of Travelling Children,London:Ofsted

O’Hanlon,C.andHolmes,P.(2004), The Education of Gypsy and Traveller Children: Towards Inclusion and Educational Achievement,StokeonTrent:TrenthamBooks

Riches,R.(2007),Early Years Outreach Practice,London:SavetheChildren

SavetheChildren(2006),Working Towards Inclusive Practice: Gypsy and Traveller Cultural Awareness Training and Activities for Early Years Settings,SavetheChildren,www.savethechildren.org.uk

Tyler,C.(ed)(2005),Traveller Education: Accounts of Good Practice,StokeonTrent:TrenthamBooks

Wilkin,A.,Derrington,C.andFoster,B.(2009),Improving the Outcomes for Gypsy, Roma and Traveller Pupils Literature Review,ref.DCSFRR077


www.savethechildren.org.uk

AcknowledgementsInpreparingthisguidancewehavebenefitedfromthehelpandadviceofcolleaguesfrommanylocalauthorities.Weshouldparticularlyliketothankthosecolleaguesthatformedpartofthewritinggroup,helpingtoshapethecontentsandthestructureofthematerials.SpecialthanksgotoArthurIvattsforhisvaluablecontribution.

• ExtractsfromDerrington,C.andKendall,S.,2004,GypsyTravellerStudentsinSecondarySchools:Culture,IdentityandAchievement.©TrenthamBooks.Usedwithkindpermission.

• ExtractfromKiddle,C.TravellerChildren:AVoiceforThemselves,1999.©JessicaKingsleyPublishers.Usedwithkindpermission.

Audience: LA strategy, EMA and TES managers and consultants, primary and secondary headteachers and teachers Date of issue: 08-2009 Ref: 00663-2009BKT-EN

Copies of this publication may be available from: www.teachernet.gov.uk/publications

You can download this publication and obtain further information at: www.standards.dcsf.gov.uk

Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: [email protected]

© Crown copyright 2009 Published by the Department for Children, Schools and Families

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