Gypsy, Roma and Traveller Review

C H Primary School,

Kent

IntroductionSee Appendix 1 for the plan for the consultancy work undertaken at CH Primary School.

The first two days (February 4 and 11) undertook a review of current practice and provision, using the ‘Target Model’ as a basis for the review. (See Appendix 2)

45% children SEN

34 children identified as BESD (behaviour is an issue)

59 children identified as with communication difficulties

25 WROM

23 WEEU (probably Roma)

1 White Other (probably Roma)

I looked at both the Equal Opportunites policy and the Accessibility Plan (2013-14) for the school, and they are comprehensive.

Areas to consider for action or consideration are italisised.

Improving Outcomes for Roma pupilsMyself and SS, Assistant Head teacher for Access and Inclusion, reviewed procedures in the school using the TARGET model from the report, Improving Outcomes for Gypsy, Roma and Traveller pupils – What Works. See Appendix 2.

The model looks at three concentric circles, the educational outcomes are placed at the centre of the model. They are essentially interdependent, and improvement in one area inevitably impacts on another. The unique context of the school can enhance or impede the improvement of educational outcomes for Gypsy Roma and Traveller

pupils. Five of the outcomes are easily measurable (progression, attendance, transfer and transition, attainment and retention) the other three are ‘soft’ outcomes, which are less discernable and quantifiable (enjoyment, engagement/attitude, and emotional / health and well being).

S also completed the self-evaluation for schools with Gypsy, Roma and Traveller pupils (adapted from the National Strategies – Moving Forward Together, see Resource 8)

Transfer and Transition

There are currently 3 Year 6 children. Most children from CHPS have typically gone to F Academy. J (a Czech Teaching Assistant / Support, married to someone from the Roma Community) does support with transfer. There are some Friday afternoon ‘drop ins’ to support parents in form filling, not only associated with transfer to Year 7.

J, very much plays a key role in much of the interface between home and school for the Roma children. It would be good if SS were able to develop some of those opportunities to build and develop the relations with parents. This would be seen as the school / and teaching staff taking ‘ownership’of the Roma group, in a way that would demonstrate an inclusive ethos to the Roma parents. This would need to be developed over time, and with J. Not to replace her – but to supplement her input.

Can successful Year 7 transferees come back to the school, and be role models of that transfer, and help to build confidence in the secondary stage of education with the current Year 6s. In the parent’s forum, concerns over safety and trust in Secondary schools was certainly an issue for some.

Attainment

In Mathematics and English Cz Roma category (although they could be Slovak too) are not making expected progress. J is being directed to support the Sk/Cz children in a more targeted way. Attainment is very closely linked with good attendance, and without doubt this is a key issue for Castle Hill. SS discussed a wealth of data and monitoring that is carried out by the school. I feel the data tells the story well, and as far as procedures for data monitoring and collection are concerned, that is an area for the School Improvement Advisor. Suffice to say, the key, is raising the attainment.

Attainment is closely tracked across the school

CHP have appointed another HLTA to target EAL children, therefore 2 HLTA’s support this work now (SM and AC) by:

Working in small groups Using ‘Kent Steps’ for assessment are used to identify need. HLTAs plan accordingly from these assessments

I met with both SM and AC, and there are some notes from this further in the report.

It may be helpful to sub divide Czech and Slovak identities, if only from the recognition and respect aspect. Although all Roma are identified, not all are ascribed to the ethnic category Roma / Gypsy or WROM. There is a piece of work that needs to be done, so that parents can feel confident in changing their ascription from White Eastern European (WEEU).

The school have established an ‘Assertive mentoring programme’ – It is visual, and colour coded, the first one went out in October 2012. The forms are sent every term (terms in Kent are equivalent half terms in London) to parents, and are monitored in the first instance by Sue Stockley (SS).

Although this programme is labour intensive for teachers, it is providing an opportunity for children to be an active part of their learning and development – and also for parents to be involved in their child’s learning. This is especially effective in the colour coding for both EAL parents and children. In my experience, it is useful for Roma children to be able to articulate their aspirations for the future. This can focus them towards a goal. After all, the Roma have a long history of persecution and poor opportunities – they are in the UK to have a better life for themselves and more importantly for their children.

Within this system, it is important that children do see success, of course, as we know, often too little success, can lead to a real lack of motivation for the children. See 5 key things…in the Summary section.

In the longer term, could the school look to appoint an appropriate community member TA, especially with the increase in pupil premium from April 2014. Manchester City Council have employed Romanian Roma ‘young people, (18 to 24) years of age, in schools where there are large numbers of Romanian Roma, to act as positive role models and mentors.

The school will be using the ‘ Read. Write, Ink’ programme from the Summer Term 2013 – it will be useful to monitor it’s impact, especially on the Roma pupils. My experience of this programme in both Cambridgeshire and Waltham Forest Schools is very positive.

Attendance

Attendance is a key area of targeting for the school. Roma attendance is averaging 85% (whereas 95% is the target). However, compared to many schools with Roma this is still encouraging. However, it is always good to set high expectations, and to challenge parents where there are issues around attendance.

Roma parents, who have often had poor school experiences, a segregated and racist system and low school attendance, do not always understand the incremental nature of education. They will often feel, their children do have good attendance, and do not understand why a day off here and there is such an issue.

This link between attendance and attainment and achievement is really important to articulate to parents whenever appropriate.

The school is using a range of strategies to encourage good and better attendance.

J is used for home visits, and to build and develop the relationship between home and school.

J makes a phonecall on the first day of absence

(Is it that sometimes J is compromised by being part of the Roma community? More involvement by SS, after her developing trust could be useful as an alternative and complimentary strategy!)

Children on 95% and below are on an ‘Attendance Action Plan, and closely monitored.

There is a Pizza Challenge for encouraging attendance. This appears to be having positive results.

There are also weekly awards for attendance for classes (KS1/KS2) along with a range of attendance incentives

EWOs need to know that a Penalty notice has been issued before they are referred

The school could consider using the ‘T’ code for attendance if the parents are traveling for work purposes. Or if traveling between Slovakia and the Czech Republic, they could be dual registered.

The school should consider the use of penalty notices for families with children with persistently poor attendance. However this is a close judgement call. We do not want to alienate parents – but sometimes the financial penalty will make a difference.

Retention

Mobility is not an issue. Children are not dropping out of the school in the Primary phase.

Progression

One of the issues is that the Roma cohort is not necessarily making expected progress. There is thorough data kept by the school – and this report, is looking to suggest strategies and ideas to improve, attendance and attainment for all of the Roma children.

Engagement

Year 4 ‘reverse integration group’, runs daily in the morning, with Numeracy and Literacy for a small group of children, some of whom are Roma.

This ‘nurture’ group, since its’ inception in September, reports that the confidence and self-esteem of the children has improved dramatically. It started with one child with autism, now with a group of other children (8 in total) It is a mixed group, but mainly with Cz/Sk Roma children. Classes are taken by one of the ‘teachers of the hearing impaired.’ I attended one lesson, and felt the children were learning in a safe and non-threatening environment. There was a very positive learning environment and inclusive ethos.

The teacher could deliver some training with other class teachers – e.g. sharing some of the visual techniques and other strategies that she uses to develop the learning and skills of this group.

Enjoyment

Children are happy on the playground. Roma children tend to congregate together. J is often on the playground. A ‘Not the Christmas’ party was run for the Roma parents – it was very successful!

Could there be other social events? Perhaps a series of cultural evenings? Or a Summer BBQ event? These wouldn’t have to just focus on the Roma community, but could embrace all communities, of which the Roma are one. I think, if there was such an event, the Roma community would almost certainly be able to supply a Roma band – this community and trust building is all part of the way to develop the home school relationship which is crucial for the long term success of the Roma (and all) children.

KB, a Slovak Roma woman, and myself (J was present too) conducted a ‘Pupils voice session’ with most of the Roma children present on that day. We also had school lunch on two occasions with some of the Roma children. We also spoke to a parent’s forum of Roma parents. See both the Parental voice and Pupil voice sections section for more on enjoyment and well being.

Health and Wellbeing

All children are registered with a GP. There appear to be no issues of families not having a GP. The school nurse is trusted by families and works very closely with the school.

Absences tend to relate to health issues. Parents can appear to be over-protective. ‘This is impacting on attendance more than anything else.’ There are some poverty related issues; one child needed shoes, another, some help with uniform. School is able to support this well.

Constructive ConditionsMoving from the core of the target model, the inner ring in the TARGET contains six fundamental conditions that all impact positively on the eight educational outcomes. Taken together they can be said to characterize the inclusive ethos of a school and their effects are inevitably interwoven.

Safety and Trust

School generally accepts what families say in relation to absence reasons. The demonstrate understanding and awareness. They are building trusting relationships with the community.

Parent’s evenings can be difficult because of limited staff able to interpret. J is a key point of contact – and a key person to engender the building of the trusting relationships between home and school.

SS to work closer with Yarka, so families build and develop that trust with an ‘outsider’ who also is part of the teaching staff. To further develop her role as advocate and trustee. Admission procedure could have SS present too. The HLTAs (AC and SM) would also be motivated and effective in this role.

To review admission procedure – just so that families at the first point of contact with the school, develop their sense of the caring community the school is. To support and facilitate full ascription to WROM ethnic classification (Gypsy/Roma on census). See appendix 8 - Parents: Why should I ascribe my ethnicity – what’s in it for me?

Respect

School ran a ‘Not the Christmas Party’, all EAL families were involved.

Website / answer phone messages etc feature dual language text and spoken word.

Locating the responsibility with SS has given positive messages about the schools determination to improve the outcomes for the Roma children. The involvement of PT and SS, to my visits has been very positive. Having a staff meeting around Roma tradition and culture, and staff knowing there is some consultancy around Roma attainment also gives positive messages for respect for and to the community.

It is important this lead is maintained from someone from SMT in the school, so it is seen as an ongoing key commitment for the school.

It would be a great idea to celebrate GRTHM in June each year. Another opportunity to build partnerships with the parents / community.

Resources are another way of supporting EAL learners and also use of some culturally specific resources. I am supplying a range of both for the school. See Appendices and resources section at the end of the report.

Access and Inclusion

SS is the AHT, and also responsible for Access and Inclusion. She runs a fortnightly Inclusion Team Meeting, including: Family Liaison Officer, Learning Mentors, J and the Multi Agency Link Officer (Michelle)

This meeting forms the basis for the fortnightly action plan of actions for SS. Anyone can bring children / referrals to the group. There is proactive support for parents.

There are class provision maps for interventions for all children.

SS could be the key member of the staff to respond to the needs of the community and, have a strong emphasis on pastoral care.

The admissions and induction process is certainly most important in setting the right inclusive tone for the school. See Appendix 7, ‘Welcoming Roma to our school’ and also the Cambridgeshire guidance (especially pages 8, 23/4, 25/26 and 36/7/8)

All staff meeting the newly arrived Roma families have a responsibility for creating a welcoming and safe environment. Roma families will be extra sensitive to all of those small indicators that say, ‘we’re pleased to meet you, and welcome you and your child’ – it is a very important part of creating the right start for both child and family.

Part of the ‘Welcome’ in the office area, could include a Roma flag, with some words in Romanes, even if it’s just Welcome – T’aves bahtalo’

Flexibility

Flexibility can often be seen as a positive approach, more like a willow tree than an oak tree (Derrington C.) Although this is often more appropriate in Secondary than Primary phases. It might be worth bearing in mind that the school’s willingness and ability to negotiate and pursue a problem solving approach based on dialogue with parents and understandings of culture and lifestyles, can be particularly valuable, often indicating a commitment to meeting families and pupils ‘half-way’.

It will be interesting to see how many Roma children become involved in looking after the chickens that are kept within the school. I think this aspect could also be a positive influence in building children’s self esteem.

High expectations

Generating and sustaining high expectations and aspirations are often key elements in improving outcomes for GRT pupils. Castle Hill, has a range of systems in place for tracking and monitoring children’s attainment effectively.

The assertive monitoring communicates these expectations, as stated previously, effectively, and appropriately to EAL parents.

The schools should monitor the effectiveness of the Assertive Mentoring especially for Roma parents, including canvassing the views of both Roma parents and pupils on its impact. This could help to generate the script that Roma pupils do well here, and are included fully.

Pupil progress meetings are held 4/5 times a year with class teachers. Tracking and monitoring, in the schools view, ensures teachers are expecting the best outcomes for all children.

Partnerships

I believe J is a governor of the school. This is positive for the community, although she is only part of the community by marriage to a Rom. (Her husband is, or was until recently, a cleaner at the school)

School to consider ‘appointing’ a Roma Ambassador – someone who is Roma, but who would advocate and champion the Roma cause, but also develop and strengthen the community and school relationship?

See the section on partnerships between home and school below, which details some of the key discussions from the Roma parental forum.

Although SS is developing a key role in working with the Roma, it is important that all staff take a joint ownership approach to meeting the needs of all pupils in the school.

Are any Roma children involved on the school council? If not, this could be an area for development.

Contextual InfluencesFinally, the outer circle of the TARGET model acknowledges the context within which individual schools are working to improve the outcomes for

Gypsy, Roma and Traveller pupils. The contextual influences can often be positive or negative. But often they are not areas that schools can easily change or influence. The contextual influences contained in the TARGET model are related to:

Demographics and communities Education policy Social identity Scripts Past experiences

Demographics and communities / Social identity (the impact of community values and attitudes on educational outcomes)

The school is situated in the East end of Folkestone. I drove and walked around the area twice, and much of what is written under this section is the impressions from the general area, supported to some extent by narrative.

The area is in the more deprived part of the town. The area is predominantly mono culturally white, and I would say ‘working class’. There is some evidence of the area being run down, with shops closed etc. I sense there is some resentment, hostility and racism from ’local’ people towards the increasingly large Czech and Slovak community.

Yarka, from the school, is perhaps the main link between the school and Roma. It may be worth seeing if there are other ways of strengthening these links rather than relying on just one person to be come a kind of ‘spokesperson’ or ‘gatekeeper’ for the community.

School reported that there are increasing concerns around poverty and the financial constraints that impact on the community and the children. It would be worth reviewing how some of the pupil premium could support some of these issues, so as to provide a more secure platform from which the Roma children can develop.

In my experience of the Roma communities in the UK, there are often a range of sub script issues that are often taking priority over education. They are the real life issues of: Accommodation / and insecurity of it, money (including work opportunities or not, and benefits and associated issues), Health (access to, and treatment for a range of health issues) and Family responsibilities. All of these will take precedence over the school demands for full attendance.

Any measures that can be taken which can support these demands on the Roma families would contribute to a positive improvement on attendance. For a general example, school uniform – where poverty is making shoes / uniform / PE kit an issue, a good supply of second-hand lost property clothing could be helpful.

Are there local support networks that can also work in partnership with the school? For example, I heard talk of a Mr. Stephen Ridgewell, a local ‘community worker’ apparently trusted by the Roma community.

Past experiences (the impact of prior experiences in shaping attitudes)

Many of the school’s Roma parents from the Czech Republic and Slovakia will have come from a system, where, since the fall of communism, there has been increasingly open hostility, prejudice and racism towards this ethnic group. The emergence fascist right wing groups scapegoating Roma for a range of negative issues has been only one key feature.

There was also enforced sterilization of Roma women until comparatively recently, and the continued use of segregated and poorer quality schooling (particularly in Slovakia) are all experience that don’t help build trust between the Roma and the Gadje (non Roma people). We have to work hard to build that!

I went through some of these issues in the twilight staff meeting, as a way of developing some understanding and appreciation of where the Roma may well be coming from.

I was told by a member of staff, that there have been incidences of racist name calling. I was told some Roma are called ‘Paki’. This was again re-told to me by a child in the dinner hall one lunchtime. I am sure it was or is dealt with absolutely appropriately. Such incidents can only serve to reinforce any negative Roma views about the school.

However, it is worth ensuring that any such incidents are appropriately recorded and dealt with.

Scripts (the impact of common responses / phrases used consistently to justify actions)

It is worth noting that there are a large number of Roma children in the school. Word travels quickly in a close-knit community, and one of the

developing scripts must be, that Castle Hill Primary School is a good and safe place for our children to attend.

There are no issues with school trip attendance. There are often issues around health – and the reason for non-attendance is often the over protectiveness of parents around, getting cold or catching cold, particularly after swimming lessons. It is worth being aware of these issues and ensuring children, who have that tendency, are well wrapped up after swimming!

There were developing scripts voiced at the parent’s forum around secondary transfer and safety issues and concerns about their children in this phase of education.

Develop systems to support and ensure effective transfer of all Year 6 Roma pupils to secondary school.

All Staff Meeting, with Ms. KB (26/2/2013)An introduction to the history, traditions and culture of the Roma people. See Appendix 4.

Attended by all staff.

Roma parent forumReview of partnerships between home and school - with KB (22/3/2013)

Myself and KB, a Slovakian Roma woman colleague from Walthamstow, met with approximately 12 parents. Y was present in the meeting, which in some respects was not such a good idea.

I feel that where parents had concerns, Y felt, quite understandably, that she had to justify both her own position and that of the schools.

However, the usefulness of the exercise was very apparent. Almost all of the parents had something to say, albeit not positive, but I think, we were looking generally at things either they were not happy with, or that they would like to change or improve.

The first issue was to do with what the parent’s perceived as pressure for full attendance, when they felt, that the children were not well enough to attend. They expressed the opinion that the children were their number one priority, and they only kept them off when necessary.

I feel there is a cultural difference here between the UK model and Czech / Slovak one. There is less pressure from the authorities in their home countries, and it seems that Roma and non-Roma have a general attitude of what we would call ‘over-protectiveness’. This issue was probably the most concerning to the parents, and all parents were in broad agreement.

The next issue was around children sitting on the carpet during teacher led input in the classroom. Some parents felt the floor was both cold and dirty. I feel this is something to be explored, bearing in mind that word ‘flexibility’. For example, in one school where I taught, children wore carpet slippers in class, so the floors were kept clean. Perhaps floor cushions etc.

Some parents thought the teachers’ “didn’t care about the Roma children’. There were several recounts of incidents that had happened in school. For example, a child had bumped their head, and the parents did not feel adequately informed. Another had not eaten lunch or anything else all day, and this had not been picked up or parents informed. Another complained about the school sweatshirt that was almost new, going missing. They felt that the issue was not properly resolved or cared about.

There were also general fears expressed about their children transferring to secondary school. The concerns centered around the safety of their children in this ‘big school’ environment.

Finally there were concerns around the schools dinners and packed lunch situation, and when they could eat food, and what they were eating.

Y was mentioned as being trusted.

In summary, I feel that many of the issues were all really resolvable and none would have been un-sortable. But the fact that the parents were quickly so vociferous in the meeting spoke to me about the key themes of trust, communication and safety. Often Roma parents will say to me, ‘that they will, give their children to the school.’ This shows their feelings of trust in someone else taking care of their children. This cannot really be over emphasised.

These three themes captured all of the parents concerns (reasonable or imagined). I feel if they could express this to myself and Kvetslawa,

unknown to them before the meeting – then, there is definite room for a more proactive and out reaching relationship from the school.

One parent made an arrangement to see me at the next visit. (And she kept the appointment). This was to help her sort out a school transfer issue. Again, she approached me at the end of the meeting, rather than a school staff member. I think, this shows a need for a more embracing and empathetic model of support. Sometimes with the Traveller communities there is a sense of, ‘something for something’ and it is worth bearing this in mind.

Consider a bi-monthly (for example) Roma parent’s forum that could become a regular feature of the school calendar.

‘Pupil voice’ with Ms. KB (26/3/2013)Myself, and KB spent a day talking with the Roma children from Castle Hill Primary School. We met and spoke to children from Reception, Years 1/2, Year 3, Year 4 and Years 5/6. We had lunch with a range of the children we had met during the morning, and we spent both break times talking to the children.

We talked to the children in the aforementioned Year groups. The areas the questions we worked around were:

What do you like about the school? What’s good about the school?

What don’t you like about the school / What’s not so good? Do you feel safe? Are other children kind to you? What do you do if they are not?

What happens then? Who are your friends? Can you do your homework? How do you get on in the lessons? What do you do if you are stuck? What would you like to do when you leave school / ambitions and

aspirations?

We then gave the children two worksheets, one was a wish (what would they like to change about the school?), and the other was a star (what they thought the school does well?). These were completed at a later date and facilitated by Y. See Appendix 3.

General responses were:

What do you like about the school? What’s good about the school?Playing with friends. Writing. Working hard. Swimming. Maths. Football at playtimes. Literacy and Numeracy. Science. Sport. Using the computers. Show and tell. Books and reading. PE. Netball. Practical things.

What don’t you like about the school / What’s not so good?I wish children could stop fighting (this was mentioned by three children). Don’t want to wear a uniform (this was quite common!) I wish people would share more. Wish there were more tablet computers. More Czech and Slovak teachers.

Do you feel safe? For most children this was not an issue. Are other children kind to you? What do you do if they are not?

What happens then? All said there were no problems. Who are your friends? Can you do your homework? All children

said had a range of friends not chosen by ethnicity. Homework was not something the children had any negative or positive comments about.

How do you get on in the lessons? Most felt there were no problems in lessons, or didn’t have an opinion.

What do you do if you are stuck? Most children said they would ask the teacher or friends. Many mentioned asking support from Y when she was there.

What would you like to do when you leave school / ambitions and aspirations? These included the following: Footballer, hairdresser, policeman, cake maker, doctor, dancer, teacher

Generally, the children were very responsive. The responses were predictable. There were no responses that gave any concern or doubt that the children really liked the school, their teachers and enjoyed coming to school.

Again Y was present at some sessions, and this could have hindered the children’s responses. I think the children were generally, giving us considered and safe responses, and I feel over a longer period of time, perhaps more ‘real’ issues would emerge. At one lunch time, when we sat with some Roma children, we were told by one articulate girl, about the ‘Paki’ name calling incident, and interestingly this was told to us in a different environment to the one we had been creating.

It would be useful for the school to look for opportunities to explore some of these issues, with staff that had built trusted and safe relationships.

A review of EAL Teaching and Learning (19/4/2013)I have looked at school policies on Equalities and Accessibility, and they look very comprehensive.

The visit also included a ‘Learning Walk’ that focused on display and the learning environment in the school. The school is able to access the Kent LA provision and two staff will be able to access training on EAL / EMA issues.

It is important that more staff are attending training to develop their awareness, understanding and teaching skills to address the needs of bilingual learners.

I was not in a position to observe teacher’s lessons, but it is important to note the importance of differentiation and accessibility of lessons for the children.

At the time of writing there are 63 EAL learners in the school. As far as the induction process is concerned, Y is the person who knows the Roma families, and often has prior knowledge of their issues and needs at the point of admission.

There is a tendency to over rely on Y. Although she can now be directed to target more specific needs. She often knows the children before they arrive.

On admission she is involved in this, and is often involved in a home language assessment. I feel that children’s home languages need to be carefully considered. One child I spoke to could speak Russian, Czech, Romanes and English. There is also the possibility of children speaking a dialect of Slovakian – Vichodnarcina. See Appendix 11.

A comprehensive piece of sensitive work needs to be undertaken to ascertain exactly which are being spoken. Some Roma learning English could be learning it as their fourth language.

The home language is important to establish, as any assessment in another language could give a misleading result. Children could be operating in a wide range of languages.

The Kent Steps are used to assess the new arrival children. Both SM and AC are using the Kent Steps to match learning to the children’s

appropriate level. Both AC and SM are dedicated to their role of improving the Roma EAL children’s outcomes.

I also reviewed the Accessibility plan 2012 – 2015 for the school. I am very encouraged to see some key areas that will make a difference to Roma bilingual learners (amongst others of course,): Visual timetabling, which was seen on the learning walk. That differentiation and learning styles will be addressed as part of the plan for all staff.

Letters in alternative languages are also positive – with Roma, they may not be literate in their home language, and careful conversations need to be undertaken to ascertain the best or most appropriate language for communications.

School to explore a range of ICT software to support bilingual learners.

Learning Walk

Myself and SS conducted a learning walk, essentially looking at the learning and school environment. We visited very few classrooms (only where children were not present), and concentrated on the publicly accessible areas.

There was evidence of visual timetables (not in every classroom), and working walls and general visual stimulus. There were welcome signs in Czech, but often no Slovak, or certainly no Romanes.

There was a general good use of photographs in displays, depicting children in positive learning environments.

The school uses ‘Education City’ as a resource.

Consider having welcome and other signs in Czech, Slovak and Romanes around the school. The Romanes language could be signaled by the use of the Romani flag. Romani dictionaries will be made available to the school to support this.

There could be more use of flag symbols, and signage around the school to reflect the Roma in the school.

There were good examples of using graphics to communicate. In the hall there were a series of pictures that depicted the school rules: smile, try, play, uniform, be here and be kind.

There were dual-text books in the library – possibly more cold be made of this.

There was widespread use of symbols around the school. Consider changing the class names so they reflect the school community. At present, they do not really reflect the lives and experiences of the children in the school.

Notes from the meeting with SM, AC (EAL HLTAs) and J (TA and primarily involved parental engagement and outreach)I met with S and A, the HLTAs primarily involved with supporting the EAL learners. Both have a lot of experience in supporting EAL learners and have a lot to offer the school. J was also present during some of the time.

Both had been told by SMT that they could be open and frank about any issues they thought to mention.

There was concern that there were mixed messages being given to children about punctuation, full stops and capital letters. Displays and labeling around some areas of the school, were not always reflecting standard English spelling, grammar and punctuation. There is a lack of consistency.

Consider ensuring that classroom and school environment displays all model ‘best’ English.

There were also concerns regarding teachers’ use of differentiation of tasks, especially at Key Stage 2.

There was a feeling that HLTA support needed to be targeted appropriately. Also, that the use of worksheets were being used as merely, ‘baby sitting’ activities. It was stated that there may not always be a reasonable time for planning of activities for the children.

There was also concern that homework is not always differentiated appropriately.

The idea was raised about English classes for parents being provided.

Could the school explore the possibility of facilitating, hosting or providing ESOL classes for parents?

In the 2012-15 Accessibility Plan, there is a target to ‘develop a system for involving TAs in curriculum planning’. I think this will be extremely positive. Both AC and SM, are particularly committed to supporting and improving the achievement and attainment of the EAL / Roma group of children.

They both have considerable experience, including SMs degree and several case studies around improving outcomes for Roma group of pupils. SM has developed some considerable expertise in the area of pedagogy and child development, with a focus on EAL / Roma, and I believe both HLTAs will be enthused with this opportunity.

Summary of ideas for consideration, and recommendations…

In all areas, build and develop trust with families

Is a Roma child a member of the school council? Is there an opportunity for their inclusion?

Consider the school becoming a UNICEF ‘Rights Respecting School’

http://www3.hants.gov.uk/education/ema/ema-schools/ema-good-practice/ema-hyis.htm

Consider joining the excellent ‘Young Interpreters Scheme’, run by Hampshire County Council:

http://www3.hants.gov.uk/education/ema/ema-schools/ema-good-practice/ema-hyis.htm

Review the admission and induction procedures. Are there areas for development?

To explore the possibility of facilitating, hosting or providing ESOL classes for parents?

Consider ‘Talking Partners’ training for TAs / support staff. Talking partners is an intervention developed by Bradford LA for EAL

learners. It is run by TAs and managed by a teacher. (Carol Atkins is a qualified trainer for the programme).

Celebrate Gypsy Roma and Traveller History Month in June of each year. Involve the community, and develop that partnership. During that month, or even at other times, get Roma groups in to perform. For example, the Rom artist Ferdinand Koci, is excellent in schools for art sessions. Richard O’Neill a Gypsy man, who runs story-telling workshops and tells stories too. The Roma Support Group runs Roma dance workshops.

Explore the Mantra Lingua resources for EAL learners, especially the use of ‘Talking Pens’.

Is there an opportunity for a community Roma teaching assistant, even if they could be trained up, or taken on as an intern?

Explore the idea of a Roma parent champion or ambassador in the school.

Consider a bi-monthly (for example) Roma parent’s forum that could become a regular feature of the school calendar. (Perhaps with SS and Y, rather than just Y)

Utilise the LA provision of EAL training for TAs and teachers. To develop and expand their teaching repertoire.

Monitor the impact of Read, Write, Ink on the Roma pupils

Articulate the link between attendance and attainment where appropriate to Roma parents.

Maintain an SMT responsibility and involvement in improving the outcomes of the Roma pupils

SS to become more involved with J in building and growing relationships with the Roma community.

Look for opportunities in the curriculum (possibly the new one from 2014) for culturally specific work around Roma history culture and traditions. E.g., Journeys etc.

Consider a homework club, which supports Roma children, or children that would need that extra support. Ipads / tablets could be used, and the children used as ‘trainers’ for the rest of the school.

Look for opportunities for class teachers to be using Circle Time Activities and SEAL lessons.

Remember the key areas for improving outcomes: No deficit model. Build on strengths Have high expectations and targets Policies not blame Involve parents

Appendices1 Outline consultancy plan for Castle Hill Primary School

2 Dee / NFER report: Improving Outcomes / The Target Model esp. page 82 onwards.

3 Pupil Voice (A star and a wish)

4 Staff Meeting PowerPoint slides

5 Handouts on Roma Culture given to staff at the training.

6 Pupils voice summary

7 Welcoming Roma in our school

8 Parents: Why should I ascribe my ethnicity – what’s in it for me?

Resources to be supplied and / or recommended (and explained and discussed)1. Romani dictionaries (although many of the children are not Romani speakers a fair percentage are, and certainly many of the families speak Romanes, and as such would be useful. (x5)

2. Roma Support 4 Schools CD Rom (x5) (A comprehensive range of mainly useable and practical resources) Including:

Ppt. assembly on Roma for whole school or class Five classic KS1/2 audio books read in Romanes and English (Mr.

Gumpy’s Outing, The Shopping Basket, etc.) Range of books as pdf files: The Travelling People, The Shah’s

Musicians, Guidebook for professionals, Moving Pasts, Romano Bumburumbum,

Romani recipes Roma resources file Clips & pictures – various MP3 and MP4 files from BBC radio and

other sources Display – jpegs ready to print out for a Roma display EAL – Documents to support improving outcomes for EAL pupils:

Resources, websites, Excellence and enjoyment, A Language in Common, New Arrivals Excellence programme

France – The Roma Issue Moving Forward and Improving Outcomes – Two of the most

current reports / guidance on good practice for Traveller children and young people

Music – You Tube links to music and dance Porraimos – A range of resources around the ‘Roma Holocaust’ Posters – Roma related posters Pictoral packed lunch guide in Romanian and Romanes Reports – A range of reports around the Roma Community Language – ‘Gadje Khanes’ – Slovak, Czech and Polish words for

school

Language – Romanes. This CD includes the pdf of the Romani-English picture dictionary, AND, the interactive CD Rom (i.e. It speaks!) The Vlah dialect of Romani used for this book is widely understood by the many Roma from across most Eastern European Countries from where our Roma communities are coming from. E.g. The Czech and Slovak Republics, The Baltic States, Poland, Romania and so on.

Included are comprehensive activities for using the CD and Book

3. Interactive speaking Romani Dictionary1 x Romani speaking dictionary CDRom (for PC and older Macs) Although this is included on the above CD, this is a single stand-alone version.

4. Racing to EnglishAn original CD of ‘Racing to English’ by Gordon Ward. A comprehensive CD of language activities for beginner and intermediate level, most suitable for any age. Can be downloaded onto the school network, and activities freely printed all within CH Primary School.

5. Gypsy Roma and Traveller History Month (GRTHM)A CD Rom of activities and resources to support the inclusion of all Travelling People. Although the school may not have any other Travelling groups other than Roma, in terms of inclusion it would be useful to have some celebration of the cultures during the month of June. (GRTHM is celebrated nationally in schools and elsewhere annually during the month of June).

6. Guidance for schools admitting pupils who are new to English (Cambridgeshire County Council)Although aimed in some small part specifically for schools in Cambridgeshire, the vast majority of the booklet is full of sound and practical advice that applies to all schools and settings.

7. The Roma: An introduction to their history and customsAn introductory information pack including a CD with additional course outlining / teaching materials for a Roma project for Primary Schools. Produced by the UK national charity, The Roma Support Group

8. Building Futures / Moving Forward together (National Strategies)

Although, issued over four years ago, this document still has so much good practice included. The folder called, ‘Assets’ has the files of all of the guidance around Gypsies, Roma and Traveller pupils in schools and settings.

9. Mantra lingua

Bilingual texts, stories etc. in both Czech and Slovak. They are also suppliers of the Talking pens.

Pictures, stories, both commercially and child produced, can be studded with small dot stickers. When, the child / adult records on the pen, it speaks back the word when it touches the dot!

A great learning resource for EAL learners. See:

http://uk.mantralingua.com

10. Resources to support bilingual learners

11. Basic word list in the East Slovakian dialect called – Vichodnarcina

This dialect is used by many Slovakians living in the East of the country; it is used by both Roma and non-Roma.

12. The Roma Booklet

A booklet produced with groups of Roma children in Waltham Forest – An interesting example of what can be produced involving children in a ‘child – centered’ way.

13. The Travelling People

A big book, and KS2 work pack based around the ‘literacy hour’, including a CD Rom of resources. A bit outdated, but still contains a range of useful ideas and activities.

14. Did I hear you write? Michael Rosen.

Michael Rosen starts from the child's culture and the child's way of speaking. He shows how any group of children writing, publishing and performing can build up an original literature of their own.

15. DVD Raising the achievement of Gypsy, Roma and Traveller pupils DCSF 2008

Produced by the National Strategies, but still has very interesting and useful case studies of schools with a range of Gypsy, Roma and Traveller pupils.