Booklet 1: Introduction - Gloucestershire · 2017. 1. 25. · 1. Introduction 2. Leadership and...

Moving forward together: Raising Gypsy, Roma and Traveller achievement Booklet 1: Introduction

Movingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet1:Introduction

Firstpublishedin2009Ref:00660-2009BKT-EN

Disclaimer

The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

The websites referred to in these materials existed at the time of going to print.

Please check all website references carefully to see if they have changed and substitute other references where appropriate.

MA

INCO

LOU

R PR

INT

LTD

08-

2009

VTheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement

Booklet1:Introduction

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;

• providingconditionsforlearningthatvaluediversityandbuildandpromoteself-confidence;

• challengingracismandpromotingracialequalitythroughouttheschool;

• developingeffectivepartnershipswithparents,carers,familiesandcommunities.

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

Key principles• TherearenoinherentreasonswhyachildfromaGypsy,RomaorTravellercommunityshouldnot

achieveaswellasanyotherchild.

• High-qualityteachingandeffectiveAssessmentforLearning(AfL),plusappropriatespecialistinterventions,supportedbyschoolleaders,arekeyfactorsinimprovingtheachievementofGypsy,RomaandTravellerchildrenandyoungpeople,asgroupsandasindividuals.

• Achievementwillonlyoccurthroughthecombinedeffortsofschool,childandhome.

©Crowncopyright2009 00660-2009BKT-EN

VI TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet1:Introduction

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

• Gypsies

• ScottishTravellersorGypsies

• WelshGypsiesorTravellers

• Roma

• TravellersofIrishheritage

• showpeople

• fairgroundfamilies

• circusfamilies

• NewTravellers

• bargeeorcanal-boatfamilies.

00660-2009BKT-EN ©Crowncopyright2009

TheNationalStrategies VIIMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Contents

Keymessages 1

Introduction 2

• Fromtheperipherytothecentre 3

• Improvingascription 3

Raisingattainment 10

WiderissuesimpactingonGypsy,RomaandTravellercommunities 16

• Accommodationandmobility 16

• Parentandcommunitysupport 18

• Gypsy,RomaandTravellerculture 18

Appendices 20

• Appendix1:Communitiesandculturalcontext 20

• Appendix2:DCSFinitiativestoraisetheattainmentofGypsy,RomaandTraveller 22 pupils

• References 23

• Furtherreading 24


1TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Keymessages• Gypsy,RomaandTravellerchildrenandyoungpeoplehavethesamerightsasallothersto

unhinderedaccesstoeducation.

• Becauseofalonghistoryofracialprejudiceanddiscrimination,manyGypsy,RomaandTravellerfamiliesarereluctanttodeclaretheirtrueethnicityvoluntarily.Schoolshaveadutytocreateaninclusiveculturethatencouragesallparentsandpupilstobeconfidentinascribingthemselvestotheirappropriateethnicgroup,eitherwhentheyfirstjointheschooloratsomelaterpoint.

• Attainmenttrendsdemonstratethat,whileattainmentlevelsformostgroupshaveimproved,forGypsy,RomaandTravellerpupilstheselevelshavedeteriorated.ResearchstudieshaveconsistentlyidentifiedGypsy,RomaandTravellerpupilsasthegroupmostatriskintheeducationsystem.However,researchevidencealsoconfirmsthat,whenGypsy,RomaandTravellerpupilsaregiventherightlearningenvironmentandexperiences,theycanbeequallyassuccessfulasanyothergroup.


2 TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet1:Introduction

IntroductionAllschoolsshouldbeawareofthewell-documentedandlongstandingrecordofpooreducationalopportunitiesandoutcomesforGypsy,RomaandTravellerchildren.Gypsieswereearlyimmigrantstotheseshores,aslongagoasthesixteenthcentury,andtheirexperiencehasbeencharacterisedbyalonghistoryofdiscrimination,victimisationandsocialexclusion.Theirmarginalisedstatus,bornofnegativeattitudesandlowpublicesteem,hasresultedinproblematicandrestrictedaccesstopublicservices.Thissituationaccountsforveryloweducationalachievementforthesepupilsasagroup.Asaresult,thereisaneedforclear,well-structuredguidanceforschoolstoarrestthetrendandremedythecurrentposition.

TherepresentationofGypsy,RomaandTravellergroupsasafocusofeducationalconcernshouldnotbeseenasadeficitmodelofthelifestyleandcultureofalloranyofthesegroups.Individualchildrenfromthesecommunitiescananddoachieveaswellaspupilsfromothergroups.Itisnottheintentionofthisguidancetosuggest,directlyorindirectly,thatGypsy,RomaandTravellercommunitiesareuniversallysufferingalackofeducationalopportunitiesorarenecessarilythevictimsofpovertyandeconomicexclusion.AcrosstheUnitedKingdomandEuropethereisasignificantandgrowingGypsy,RomaandTravellermiddleclassthatiswelleducatedatacademicandprofessionallevels,economicallysuccessfulandsociallyintegrated,withnosacrificeofethnicorculturalidentity.Inorderneithertocreatenorconfirmstereotypes,itisimportanttoavoidmakinggeneralisations.

ThematerialsinthisguidanceareintendedtohelpschoolsrespondtotheabovefactorsandtotakeurgentactiontoshiftGypsy,RomaandTravellerpupilsfromtheperipheryoftheeducationsystemtotheverycentre.




From the periphery to the centreThelongstandingrecordofpooreducationalopportunitiesandoutcomesforGypsy,RomaandTravellerchildrenandyoungpeoplehasrepeatedlybeendrawntonationalattentionbytheworkofresearchersandofHerMajesty’sInspectorsofSchools(HMI).

In1971thegovernmentaskedtheSchoolsCounciltocommissionaresearchstudyintotheeducationalsituationofGypsyandTravellerchildren.Thiswasseenas:

…atimelyresponsetotherediscoverythatmostGypsyandothernomadicchildrenwerereceivingirregularor,inmanycases,noschooling.

The Education of Travelling Children(Reiss1975)

Theresearchstudymadearangeofrecommendations,includingsome‘on-site’teachingprovisionintheformoftemporaryormobileclassrooms.Issuesofaccessandregularattendancewereseenasahighpriorityatthattime;despitethedevelopmentofsomeout-of-schoolprovisionbybothlocalauthorities(LAs)andthevoluntarysector,theeventualpolicyobjectivewastowardsdirectingthechildrentomainstreamschools,withappropriatesupportintermsofresourcesandexpertise.

Bythelate1970smanyLAsweredevelopingrudimentaryTravellerEducationSupportServices(TESS).Theseweremainlyfundedunderwhatwasknownasthe‘Noareapool’arrangements,whichallowedLAstotakefundingfromacentralpooloffinanceforcoveringtheunexpectedandcontingencydemandstheyfacedperiodically.GypsyandTravellercommunitieswereaddedtothiscategorylist.However,withthereformoflocalgovernmentfinancein1988,the‘Noarea’arrangementscametoanend,whichmeantthatfundingforTESShadtobefoundelsewhere.Anewspecificgrantwasintroducedin1990underSection210oftherelevanteducationlegislation:The1988EducationReformAct,Section210,NewSpecificGrantfortheEducationofGypsyandTravellerChildren.

Despitethesedevelopments,officialconcerncontinuedinregardtotherelativelypooreducationalstandardsattainedbyGypsyandTravellerchildren.ThefirstHMIreportonthesituationwaspublishedin1982.TheHMIreportontheachievementofminorityethnicpupilspublishedin1999commentedthatGypsyTravellerchildrenwerestillthegroupmostatriskintheeducationsystem.Theirmostrecentreport,publishedin2003,continuedtoflaguptheseriousnessofthesituationandhintsatfrustrationwiththeseeminglackofprogressintheintervening20years.

ThevastmajorityofTravellerpupilslingerontheperipheryoftheeducationsystem.Thesituationhaspersistedfortoolongandthealarmbellsrunginearlierreportshaveyettobeheeded.

Provision and support for Traveller pupils(Ofsted2003)

HMIwerenotaloneinflagginguptheirconcernsonthismatter.Education for all–theSwannReport(HMSO1985),ontheeducationofminorityethniccommunitiesinBritaincommented:

Inmanyrespectsthesituationinwhichthetravellers’childrenfindthemselvesalsoillustratestoanextremedegreetheexperienceofprejudiceandalienationwhichfacesmanyotherethnicminoritychildren.

Overrecentyears,however,effortshavebeenmadetosecureunhinderedaccesstopublicservicesforGypsy,RomaandTravellercommunities,andparticularlyinthefieldofeducation.Withtheslowlyimprovingsituationsurroundingaccesstoschools,alliedtothefactthatthesecommunitiesarecharacterisedbyvaryinglevelsofnationalandinternationalmobility,itislikelythatanyschoolmayhavepupilsonrollfromanyorallofthesebackgroundsatsometime.



Theinitialfocusofconcernaboutearlyeducation,bybothgovernmentandLAs,relatedtoissuesofaccessandattendance.Inthiscontext,theSwannReportalsocommented:

…manyoftheparticulareducationalneedsoftravellers’childrenarisebecauseofdifficultiesingainingaccesstotheeducationsystematall.

Inthepast,manyGypsy,RomaandTravellerparentshavebeendiscouragedfromenrollingtheirchildrenatschoolsbecauseoftheirunhappyandpainfulmemoriesoftheirownfrequentlyshortencounterswithformaleducation.Inaddition,someparentsfoundthatthepracticaldemandsofanomadiclifestylewereatoddswiththeroutinesofregularschoolattendance.Someparentsmaywellhavebeenuncertainoftheproceduresrequiredforenrollingtheirchildrenatlocalschools.Pastexperiencehadrepeatedlyledthemtobelievethatsomelocalschoolswerenotaccessibletothem.

ThereisalsoevidencethatsomeschoolsdisregardedtheirlegaldutieswhenitcametotheadmissionofGypsy,RomaandTravellerchildren.Schoolsexerciseddiscriminatorybehaviourbyrefusingtoadmitthechildrenfromthesecommunities.Someschoolswereabletoofferonlylimitednumbersofplacestochildren,evenofthesamefamily,becauseofavailability.Parentsfoundsuchrestrictionsboththreateningandconfusing.Manyparentswishedthatalltheirchildrenshouldstaytogether,particularlyforthesakeoftheyoungersiblings,motivatedbyconcernfortheirchildrenenteringanunfamiliarinstitution.




Recently,LAsandschoolshavetakentheirdutiestowardsthesemarginalisedcommunitiesmoreseriously.ThevastmajorityofLAshaveestablishedTESSandthesehavebeenpart-fundedoverthelast30yearsbyasuccessionofcentralgovernmentfundingprogrammes.TheseservicesvaryinsizebuttheircurrentprimaryfunctionistoworkjointlywithschoolsandotheragenciestoensurethatLAsfulfiltheirstatutoryresponsibilitiestosecuretheaccess,regularattendanceandsatisfactorylevelsofachievementforGypsy,RomaandTravellerchildren.AllLAsthathavethreeormoreGypsy,RomaandTravellerpupilsinanyonecohortarenowrequiredtosettargetsonpupils’progressandattainmentatKeyStages2and4.Asaresultoftheworkoflocalauthorities’TESS,asignificantcohortofGypsy,RomaandTravellerchildrennowhappilyaccessbothEarlyYearssettingsandprimaryschoolsinmanypartsofthecountry.However,successfultransfertosecondaryschoolingandbeyondremainsamatterofcontinuingconcern.

TheevidencecomingfromLAs’TESShasrepeatedlyconfirmedthataccesstoeducationandregularattendanceareoftenunderminedforGypsy,RomaandTravellerchildrenandyoungpeoplebyincidentsofrealorperceivedracistbullying.Therealityofthissituationhasbeenconfirmedbyoneresearchstudyafteranother(seeChrisDerrington,2004,andFranksandUreche,2007).ThesefearsarealsosharedbyGypsy,RomaandTravellerparents;itiswellestablishedthatracistbullyingisoneoftheprinciplereasonsforthewidespreadnon-attendanceand/orprematuredropoutfromsecondaryeducation.

LAdatasuggeststhatthereisaverysignificantandgrowingcohortofsecondary-agedGypsy,RomaandTravellerpupilswhoareeithernottransferringtosecondaryschoolordroppingoutofschoolduringKeyStage3.In1996anHMIOfstedreportestimatedthat10,000secondaryGypsy,RomaandTravellerpupilswerenotregisteredwithschools.ThesubsequentHMIreportof2003drewattentiontotheworseningsituationinthisregard.

Thissurveyindicatesnodecreaseinthesenumbersandestimatesthatthefigurecouldnowbecloserto12,000.Despiteexamplesofsuccessbysomeservices,thepictureatthesecondaryphaseremainsamatterofveryseriousconcern.

Provision and support for Traveller pupils(Ofsted2003)

ThisHMIreportwentontocomparethesituationofTravellerchildrentotheimprovingsituationofthemajority,asdemonstratedthroughOfstedSection5schoolinspectionreports.

Themostrecentannualreport(Ofsted,2003)fromHerMajesty’sChiefInspectorofSchoolsstatedthat’theeducationsystemisdoingbetterandbetterformoreandmorepupils.Butthesystemcontinuestofallshortforasignificantnumberofpupilsandstudents,particularly



thoseforwhom”academic”learningdoesnotcomeeasily.’TheresultsofthisinspectionclearlyindicatethatTravellerpupilscontinuetomakeupasmallbutveryworryingproportionofthosepupilsandstudents.ThesituationisatitsmostseriousatthesecondaryphaseandinthisrespecthaschangedlittlesincetheearlierHMIinspectionreports.Theyaretheoneminorityethnicgroupwhichistoooften’outofsightandoutofmind’.

In2002,theDepartmentforEducationandSkills(DfES)introducedtheAimingHighstrategy,whichwasspecificallyfocusedonraisingtheachievementofminorityethnicpupils.Inthesummerof2003theDepartmentpublishedA Guide to Good Practice,toassistLAsandschoolsindevelopingpolicy,provisionandpracticeinaccordancewiththeprinciplesofgoodpractice.

Inautumn2006theDepartmentforChildren,SchoolsandFamilies(DCSF)initiatedtheNationalStrategies’Gypsy,RomaandTravellerAchievementProgramme.Sincethen,theworkhasprogressedsteadily;thisguidanceisseenasanessentialpartoftheplannedprogrammeofDCSF-approvedactionsindisseminatinggoodpracticemorewidely.TheLAsintheprogrammehaveworkedinalargenumberofschools,buttheprogrammehasalsobeenthecatalystforthepublicationofarangeofsupportivedocumentation.ForadditionalguidanceinrelationtotheEarlyYearsFoundationStageseeBuilding Futures: Developing trust,afocusonprovisionforGypsy,RomaandTravellerchildrenintheEarlyYearsFoundationStage(duetobepublishedinAutumn2009).TheNationalStrategies’guidanceandtrainingmaterialsforlearnersofEnglishasanadditionallanguage(EAL)complementthisguidance,asdoesthatofferedwithintheNewArrivalsExcellenceProgramme(DCSF2007).IniativesbytheDCSFin2007oneducationalinclusionandcommunitycohesionarealsohighlyrelevanttoworkwiththisgroupofpupilsandtheirfamilies.

EffortswithintheUKtoimprovetheeducationalsituationofthesecommunitiesshouldnotbeseenasisolatedattemptstohelpanumberofsmall,disadvantagedgroups,butaspartofamuchwiderpan-EuropeanmissiontoprotecthumanrightsandprovideeducationalequalityforEurope’slargestminorityethniccommunity,withanestimatedpopulationofapproximately15million.




Improving ascriptionGypsyandRomapeoplehavebeenrecognisedasaracialgroupsince1988;TravellersofIrishheritagereceivedlegalrecognitionasaracialgroupin2000.Gypsy,Roma,TravellersofIrishheritageandScottishTravellersarethereforeprotectedbyracerelationslegislation.In2000,theDfESintroducedethnicgroupmonitoringwithintheAnnualSchoolCensus.Since2003thetwominorityethnicgroupsofGypsyorRomaandTravellersofIrishheritagehavebeenincludedasethniccategories.

OthergroupstraditionallyincludedwithinthegenericterminologyofGypsy,RomaandTravellerarefairgroundfamilies,showpeople,circusfamilies,NewTravellersandbargeesorcanal-boatfamilies.TheselattergroupsdonothaveminorityethnicstatusandarenotspecificallylistedascategorieswithintheAnnualSchoolCensus.However,schoolsshouldrespondtotheeducationalneedsofthesechildren,takingintoaccounttheirparticularandspecialcircumstancesandthedemandsandconstraintsplacedonmanyinrelationtotheirnomadiclifestyle.

TheUKgovernment,incommonwithadministrationsacrossEurope,hasverylimitedstatisticalandethnographicdataonthesecommunities,theiractualpopulationcohorts,sizeoffamilies,numbersofchildrenandthecommunities’accesstoanduptakeofpublicservices.ArecentreportonRoma,publishedbytheEuropeanUnion(2004),emphasisesthedata-deficientenvironmentsurroundingGypsy,RomaandTravellerfamiliesandsuggestsapossibleconnectiontotheracialandsocialstatusofthecommunities.Itsuggeststhatresponsiblegovernmentsshouldestablishreliabledataasafoundationforestablishingpositivepolicyresponsestoidentifiedneed.

AtthetimeoftheinclusionofthesetwoethniccategorieswithintheAnnualSchoolCensus,itwasrecognisedthatvoluntaryethnicself-ascriptionrateswouldbelow,givenanumberofcomplexreasonspertinenttotheseparticularcommunities.TheethnicallydisaggregateddatageneratedbytheAnnualSchoolCensushasrevealedcohortsizesforGypsy,RomaandTravellersofIrishheritagethatappeartobeatoddswithboththedataheldbyLAs’TESSandtheestimatesoftheDCSF.Thesedatasourcesallsuggestthattheactualnumberofchildrenmaybeanythingfrom50percentto70percentlargerthantheofficialascriptioncohortsize.InordertostrengthenthequalityofinformationarisingfromtheAnnualSchoolCensusinrelationtoGypsy,RomaandTravellerpupils,theDCSFhasbeenconcernedtoenhancethelevelofvoluntaryself-ascriptionbythesegroups.FurtherguidanceisgiveninThe inclusion of Gypsy, Roma and Traveller children and young people (DCSF2008).



BoththeoralandwrittenhistoryofGypsy,RomaandTravellerofIrishheritagecommunitiesconfirmtherealityofracistpersecutionanddiscriminationfacedbythesecommunitiesovermanycenturies.Manyparentsarethusconcernednottoexposetheirchildrentothenegativeanddamagingimpactofprejudiceanddiscriminationatschool.Theymakejudgementsinthiscontext,basedontheirowndifficultexperiencesofschool,andfearthemanifestationofprejudiceintheformofteachers’attitudesandracistbullyingbypeers.Withoutsufficientsupportandtheconfidenceofastrongschoolethosofwelcomeandinclusionatthepointofregistration,amajorityofGypsy,RomaandTravellerparentsaredisinclinedtorecordtheirchildren’sethnicstatusasGypsy,RomaorTravellerofIrishheritage.The‘Whiteother’or‘WhiteBritish’boxesaremuchsaferalternativesforcompletingtheform,whichisfrequentlycompletedinfrontoftheadministrativestaffoftheschool.

LAsandschoolsalsoneedtobeawareoftheparticularcircumstancesofRomaimmigrantfamiliesfromCentralandEasternEurope.(Somefamiliesmaybeasylumseekersorrefugees,butamajoritynowaremigrantworkerswhoarelegitimatisedwithintheUKasmigrantlabourbytheTreatyofAccessionoftheEuropeanUnion2003.)MostofthesefamilieshavecometotheUKtoescapebothpovertyandracistabuseanddiscriminationintheirhomecountries.Thesefamilieswillbeanxiousaboutdeclaringtheirethnicstatus,asopposedtotheirnationalitystatus,whenintheUK.Manyofthesefamilieswillhavesufferedgrossdiscriminationineducationintheircountryoforigin,whichwillhavefrequentlyresultedintheirchildrenendingupineithersubstandardsegregatedschoolsorspecialschoolsforthosewithlearningdisabilities.Althoughempiricalevidenceisslight,someofthesefamiliesarereportedtobeverypleasedtobeintheUK,withtheopportunitiesthatschoolsappeartooffertheirchildren.TheirappearancedoesnotunleashtheextremeandabusivetreatmentthatmanyRomahavetraditionallyreceivedintheircountriesoforigin.However,fearsexistandmayalsorelatetothefamilies’lackofconfidenceinspeaking,readingandwritinginEnglish.




Inadditiontothefactorsabove,asignificantnumberofGypsies,RomaandTravellerswhoresideinhousesmayfeelintimidatedinascribingtotheethnicstatusofGypsyorRomaorTravellerofIrishheritagewhenregisteringtheirchildrenatschool.Theymaybeacutelyawareofthepotentialforsuchadeclarationtoinvokeraciallyprejudicedbehaviour,bothfortheirchildrenintheschoolsettingandfortheirfamilyasawhole,withinthelocalcommunity.Somefamiliesmayalsofeelthatschoolswillraisepotentiallyembarrassingissues,inthemistakenbeliefthatonceGypsiesorTravellerssettleinahousethey,insomestrangeway,shedtheirethnicminoritystatus.Thisill-informedattitudeisprevalentwithinbothschoolsandthepopulationatlarge.

Itisrecognisedthatforasignificantnumberoffamiliestheactualterminologyofthetwocategoriesas‘GypsyorRoma’and‘TravellerofIrishheritage’may,infact,beadisincentivetoself-ascribe.Forexample,forthosefamilieswheretheparentsareofmixedheritage,thereisnoappropriateboxtotick.TheDCSFhasthusrecentlychangedtheterminologyrelatingtotheethniccategorisationforthesetwoethnic-minoritygroups.Thisisintendedtoencouragemoreparentstofeelsufficientlyconfidenttoascribewithgreateraccuracy.Thenewcategoriesare‘Gypsy’,‘Roma’and‘Traveller’,withthelasttermenablingfurtherspecificationofheritagebyincludingasub-categorytick-boxof‘Irish’or‘Scottish’.

SchoolsneedtobeawarethattheyhaveadutytocreatecircumstancesconducivetoGypsy,RomaandTravellersofIrishheritagefeelingsufficientlyconfidentinthemtoascribetheirchildrenvoluntarilywithintheiraccuratecategorydetermination.ThisispartoftheirgeneraldutiesundertheRaceRelations(Amendment)Act2000,topromoteequalopportunityandgoodracerelations.



RaisingattainmentUsingdataappropriatelyisacrucialfirststepinidentifyingandtacklingtheunderperformanceofGypsy,RomaandTravellerpupils.Schoolsmustensurethatpupil-trackingmechanisms,targetsettingandaccesstoappropriateinterventionstrategiesareinplaceforthesepupils.Thisisakeychallengeforschoolswithastablecommunity–evenmoresoforschoolswithmobilepopulations.Theuseofnationallyagreedandself-ascribedethnicitycategoriesenablesschoolstocollect,recordandanalyseGypsy,RomaandTravellerdata.Suchdatabecomesmostrobustwhenitcontainsinformationaboutthemajorityofpupilsinanyethnicitycategory.Hencetheneedtomaximisetheaccurateascriptionofpupilswithinethnicitycategories.

TheeducationalachievementforGypsy,RomaandTravellerpupilsisrecordedasbeingconsistentlylow.Schoolsneedtobeawareofthesenationaltrends,thishistoryofunderachievementandtoanalysetheirschooldatainthiscontext.However,giventhecurrentinaccuratelevelsofascription,schoolsneedtouseallGypsy,RomaandTravellerdatawithcaution.AsstatedintheEthnicityandEducationreport(DfES2005):

BothGypsy/Travellergroupshaveextremelylowattainment.Althoughitisestimatedthatmanychildrenarenotrecordedintheannualschoolcensus,arenotpresentduringKeyStageassessmentsand/ordonotcontinueineducationupuntilKeyStage4,forthosewhohavearecordedresult,attainmentislow.

Thislowattainmenthaspersisted,asisshownbelow.

Numbers of pupils achieving at least level 4 in English andmathematics by the end of Key Stage 2

80

70

60 All

30

40

50 Gypsy/Roma

TravellerIrish

Caribbean

Pakistani

20 W/BCarribbean

10

02005 2006 2007


TheNationalStrategies 11Movingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Numbers of pupils achieving at least five grades A*–C, including English andmathematics, by theend of Key Stage 4

KS4 5A*–C including English and mathematics

60

50 All

Gypsy/Roma40TravellerIrish

30Caribbean

20 Pakistani

W/BCarribbean10

0

The2008thresholddata,shownbelow,revealssomeworryingoutcomesinrelationtotheattainmentandprogressofGypsy,RomaandTravellerofIrishheritagepupilsatallkeystages.

Early Years Foundation Stage

Nationally,49.5percentofGypsyorRomachildrenand52percentofTravellerchildrenofIrishheritagegroupsareinthebottom20percentoftheEarlyYearsFoundationStageProfile.Inrelationtotheirpopulationthisisanover-representation.Inrelationtospecificscalesthereareconsiderablegapswhenlookingatthosegroupsthatachievea’goodlevelofdevelopment’:thatis,achieving78pointsormoreacrossall13scales,including6+inallfourCommunication,languageandliteracydevelopmentscalesand6+inallthreePersonal,socialandemotionaldevelopmentscales.

2005 2006 2007 2008

Early Years Foundation Stage

Goodlevelofdevelopment Gapwithallpupils

TravellerofIrishheritage 19% 30%

GypsyorRoma 16% 33%

Allchildren 49%

However,thegapscanbeevenwiderwithinspecificscales(2008data),forexampleincalculatingandreading.



Key Stage 1

ThesegapswidenbytheendofKeyStage1.

Readinglevel 2+

Writinglevel 2+

Mathematicslevel 2+

Readinglevel 2+

Writinglevel 2+

Mathematicslevel 2+

Gapwithallpupils

Travellerof Irishheritage

32% 28% 52% 52% 52% 38%

Gypsy orRoma

37% 34% 57% 47% 46% 33%

All pupils 84% 80% 90%

Key Stage 2

WidegapspersistatKeyStage2.

English level 4+ Mathematicslevel 4+

English level 4+ Mathematics level4+

Gapwithallpupils

Traveller of Irishheritage

33% 30% 48% 48%

Gypsy or Roma 40% 39% 41% 39%

All pupils 81% 78%




Key Stage 4

Any 5 A*–C 5 A*–C grades Any 5 A*–C 5 A*–C gradespass (G+ grades at at GCSE, pass (G+ grades at GCSE,grades) GCSE including grades) at at GCSE includingat GCSE English and GCSE English and

mathematics mathematics

Gapwithallpupils

Traveller 71.6% 17.4% 7.3% 26.6% 46.1% 40.5%of Irishheritage

Gypsy orRoma

84.8% 15.7% 6.8% 13.4% 47.8% 41.0%

All pupils 98.2% 63.5% 47.8%

Furtherattainmentdataisalsonowavailabletoindicatewherepupilsaremakingtheexpectedratesofprogressbetweenkeystages.FortheprogressionratesbetweenKeyStages1and2,andbetweenKeyStages2and4,analysisoftheavailabledatashowslowratesofprogressforGypsy,RomaandTravellerpupils.

Two levels of progress at Key Stages 1 2 (2007 data)

English Mathematics English Mathematics

Gapwithallpupils

Gypsy, Roma andTraveller

66.3% 54.5% 17.3% 38.4%

All pupils 83.6% 75.9%

3+ levels of progress Key Stages 2–4 (2007 data)

English Mathematics English Mathematics

Gapwithallpupils

Gypsy, Roma andTraveller

23.0% 15.5% 38% 38.4%

All pupils 61.0% 53.9%

ForGypsy,RomaandTravellerpupilsthisisanespeciallyworryingtrendasthedatainevitablyrepresentstheachievementratesoftheleastmobilepupils.Inordertofeatureinthisdataanalysis,bydefinition,pupilshavetohaverelativelystableattendanceataparticularschool.However,despitetherelativestabilityforthisgroup,theirachievementratesarestillsignificantlylowerthanthoseoftheirpeers.



UsingthespecificcategoriesofGypsyorRomaandTravellerofIrishheritage,identifiedthroughtheAnnualSchoolsCensus,theDCSFisabletoidentifytrendsandgapsrelatingtoanumberofeducationallysignificantfactors,suchasratesofachievementandattendance,identificationofspecialeducationalneeds(SEN)andratesofexclusion.Thisdatamonitoringenablesthecrossreferenceofotherfactorsthatcontributetounderachievement,suchaseligibilityforFreeSchoolMeals(FSM)amongthesecommunities.InthisregarditissignificanttonotethatthesepovertyindictorsareonlymarginalcontributorstotheunderachievementofGypsy,RomaandTravellerpupils;thecausesoftheirunderachievementliebeyondthesefactors.

RAISEonlineprovidesacommonsetofanalysesforschools,LAs,inspectorsandschoolimprovementpartners.

Individualschoolshaveonlineaccesstothedataontheirwebsite.Thisprovidesinteractiveanalysisofschoolandpupilperformancedata,whichschoolscanusetoimprovelearningandteaching.ThewebsiteoffersthefacilitytogenerateanalysesandreportscoveringtheattainmentandprogressofpupilsinKeyStages1,2and4,withinteractivefeaturesallowingexplorationofhypothesesaboutpupils’performance.




Keyfeaturesinclude:

• contextualinformationabouttheschool,includingcomparisonstoschoolsnationally;

• thepercentageachievinglevel4+inEnglishandmathematicsatKeyStage2;

• thepercentageofpupilsattainingfiveA*–CpassesatGCSE,includingEnglishandmathematics;

• priorandcurrentattainmentandprogressdata:theproportionofpupilsmakingtwolevelsofprogressbetweenKeyStage1andKeyStage2inEnglishandmathematics,theproportionmakingatleastthreelevelsofprogressbetweenKeyStage2andKeyStage4inEnglishandmathematics;

• contextualvalue-addeddata;

• attendancedata;

• question-levelanalysis,allowingschoolstoinvestigatetheperformanceofpupilsinspecificcurricularareas;

• targetsetting,supportingschoolsintheprocessofmonitoring,challengingandsupportingpupils’performance;

• adata-managementfacility,providingtheabilitytoimportandeditpupil-leveldataandcreateschool-definedfieldsandteachinggroups,forexampleinterventiongroups,giftedandtalentedregister,pupilexclusions,rewardsandsanctions.



WiderissuesimpactingonGypsy,RomaandTravellercommunities

Accommodation andmobilityDespiteanearlierreferencetothenomadicheritageofmanywithintheGypsy,RomaandTravellercommunities,thecurrentissueismoreoneofsettlementthanatotallynomadiclifestyle.WithintheUKitisestimatedthatthereareabout80,000GypsyandTravellerchildren,withintheagegroup0to16,whoaresemi-nomadic,althoughmanyliveformostoftheyearonsites,eitherprivateorpublic.Itisestimatedthatanythinguptohalfamillionmembersofthesecommunitiesarelivinginfixedratherthanmobilehomes.Itisalsoknown,however,thatmanyfamiliesperiodicallyswitchbetweenasettledlifeandanomadicone,dependingonmanydifferentcircumstancesoffamilyandeconomiclifeatanyparticulartime.

Publicsitesareprovidedandmaintainedbylocalauthoritiesnationally;mostofthesesiteshavebeenestablishedinresponsetothe1968CaravanSitesandControlofDevelopmentAct,whichplacedadutyonLAstomakeadequatesiteprovisionforGypsiesandTravellers.Privatesitesareownedandrunbyprivateindividuals,althoughmostprivatesitesaredevelopedessentiallytoservetheneedsofaparticularGypsyorTravellerextendedfamilygroup.

Despitethesedualsources,itisofficiallyrecognisedthatthereisalackofauthorisedsitesavailableforaboutafifthofthefamilieswhorequireprovision.Asaconsequence,manyofthesefamiliesareforcedtolocatetheirmobilehomesonunauthorisedsites.Thisplacesthechildreninsituationsofconsiderableriskintermsof‘stayingsafeandbeinghealthy’,andreducesanyrealistichopeofroutineaccesstolocalschools.




TheGovernmentistakingstepstoincreasethenumberofsitesavailable,althoughitislikelytobemanyyearsbeforesufficientpitchesareinplace.WithinthePlanningAct2004,LAswererequiredforthefirsttimetoincludethesiteaccommodationneedsofGypsyandTravellerfamiliesintheir‘HousingNeedsAssessments’.ThisprocesshasledtoeachLAbeinginformedofthenumberofsitepitchesthatitmustmakeavailableforGypsyandTravellercommunities,inrelationtotheidentificationofsuitablelanduponwhichsitesmaybelocatedeitherbypublicauthoritiesortheprivatemarket.Onmanyoccasions,theEuropeanCourtofHumanRightshasruledthatGypsiesandTravellershavearighttotheirnomadicheritageandlifestyleandforthistoberecognisedandrespectedbycentralgovernmentsandLAs.Itisthusimportantforschoolsalsotoacknowledgetheseissues.

ManyGypsy,RomaandTravellerfamiliesliveinsubstandardaccommodationwheretheutilityinfrastructureisweakornon-existent.Thelackofadequatesanitaryandwashingarrangementscanbeaserioushindrancetofamilieswishingtogettheiryoungchildrentoschooleveryday.Thissituationisfrequentlyexacerbatedbyarelativelyhighincidenceofenvironmentallyaggravatedchildhealthproblemsandinfections.Whentheearlychildhoodeducationprovisionislocatedsomedistancefromtheirhome,someGypsy,RomaandTravellerfamiliesmaybeseriouslydisadvantagedbecauseofalackofrealisticaccesstoprivateorpublictransportfacilities.



Parent and community supportSchoolsandtheireducationalpartnersneedtobeconsciousofanumberofpotentialconstraintsonparentsofGypsy,RomaandTravellerchildreninplayingafullroleintheeducationoftheirchildren.Manyparentshaveunhappymemoriesoftheirownschoolexperiencesand,becauseoftheendemicprejudicetheircommunityreceivesinsocietyatlarge,manymayalsohesitatetovisittheschoolstheirchildrenattend.

ItisalsoreportedthatGypsy,RomaandTravellerparentsareverysensitivetothefeelingsoftheirchildren,whoaresometimesexposedtosituationsinwhichtheymayexperienceandsuffersocialrejectionandunhappiness.Farfromthisbeinganimplicitstatementofalackofparentalconcern,itismorelikelytobetrayanastuteawarenessonthepartofparentstothepotentiallydamagingimpactofracistabuseandtheresultantdevaluingofindividualandculturalidentity.

TheevidencealsosuggeststhatmanyRomaandTravellerparentsviewtheeducationofyoungchildrenastheresponsibilityoftheextendedfamilyandcommunityratherthan‘threatening’formalinstitutions.SomefamiliesmaythusclaimthattheextendedRomafamilyisquitecapableofprovidingadequatesocialisationandinformaleducation,whichprovidesfamilyandcommunitycohesion,coherenceandsecurity(seeFranksandUreche,2007).

Fearsandanxietiesofbothpupilsandparentsextendintoareassuchas:

• theperceivedrelevanceofthesecondary-schoolcurriculum;

• thepointlessnessofworkinghardatschoolandthenbeingunabletopenetratetheanticipatedprejudiceanddiscriminationinthelabourmarket;

• theerosionofculturalvalues,whichareseenasanessentialpartofcommunityidentity.

Thesefearscanalsoactasahindrancetoadmissiontoschoolinthefirstplace.

Practicalissues,suchastheisolationofmanyoftheirencampments,meanthatsomeGypsy,RomaandTravellercommunitieshavehadverylimitedopportunitiestoexperienceactiveinvolvementwithpublicservicesandcommunityparticipationandareoftenunder-represented.Forexample,nationally,thereareveryfewGypsy,RomaorTravellerparentsactingasschoolgovernors.Schoolsshouldencourageco-optionofmembersofthesecommunitiestoensurewidercommunityrepresentationandatangiblecontributiontogoodracerelationsandcommunitycohesion.

ForsomeRomamigrantfamilies,thelackofappropriatechildandfamilydocumentation,forexamplebirthcertificatesandpersonalidentitypapers,maystillbeafactorunderminingaccess,particularlytoearlychildhoodeducation.Manyfamiliesfindtheburdenofbureaucracyinaforeignlanguagetoocomplextodealwith,orcannotaffordtheassociatedcostsofschoolattendancesuchastransport,meals,clothingandextracurricularactivities.ThesharpriseinthelevelsofRomaunemployment,resultingfromthechangetomarketeconomiesinCentralandEasternEurope,isseenasakeyfactorinthereductionofnumbersofRomapupilsparticipatinginearlychildhoodeducationinmanyofthesecountries;hence,whenthechildrencometotheUKtheymayhavemissedtheessentialEarlyYearseducationalexperiences.

Gypsy, Roma and Traveller culturePolicymakersandpractitionersneedtobeawareoftheculturalcapitalwithinGypsy,RomaandTravellercommunitiesthatcanbetappedtoprovidemuchenrichmenttoeducationalprovisionatalllevels.ThesestrengthsshouldbenotedsothatanyprejudicialviewsheldbypolicymakersandpractitionerstowardsGypsy,RomaandTravellercultureandsocialisationprocessesarecounteredandchallenged.




AstrengthoftheGypsy,RomaandTravellerextendedfamilyisthatitprovidesaverysecurecontextforearlychilddevelopmentandsubsequentadulthappinessandwell-being.Fromanearlyage,childrenaretreatedwithrespectfromadultsand,withinthesecuresocialenvironment,theyareabletoabsorboralhistoryandGypsy,RomaandTravellerfolklore.

Thesecommunitieshavearichlinguisticandculturalheritage.ManyGypsy,RomaandTravellerchildrenarebilingualormultilingual;researchsuggeststhatthishaspositiveadvantagesovermonolingualismintermsofpotentialintellectualdevelopment.Itisreportedinrecentresearchfindingsthat,becauseofthelinguisticandculturalstrengthswithintheGypsy,RomaandTravellerfamiliesandcommunity,mostchildrenfromanearlyagecannarrateastoryandunderstandriddles,teasingandjokes,onthebasisofanexpandinglexiconandanabilitytoformulatecomplexsentences(seeKyuchukov2007).Thisculturalcapitalneedstobeacknowledged.

TheresponsetoschoolofTravellingpupilsiscruciallyinfluencedbythetravellingchildren’sawarenessoftheleveloftheiracceptancebyteachersandotherpupils.WherethepresenceofTravellingchildrenisopenlyacknowledged,andwhereaccurateandpositiveimagesofthedifferentnomadiccommunitiesarefeaturedwithinboththeresourcesoftheschoolandthecurriculum,thentheresponseislivelyandthereisanopennesstolearning.

Education of Travelling children(Ofsted1996)

TheprinciplevehiclebywhichschoolscandeliveraninclusiveandresponsivecurriculumisthroughQualityFirstteaching.Theoverarchingteachingandlearningofferthatisavailabletoallpupilsmustreflectnotonlythecommunitiespresentinaparticularschool,butalsotwenty-firstcenturymulti-racialandmulti-culturalsociety.

Itisimportanttorecognise,however,thattheethosthatattemptstoincludeallchildren,familiesandcommunitieswithinaframeworkofequaleducationalopportunitiesmustincludemarginalgroupswho,toofrequently,remainthevictimsofdiscriminationandsocialexclusion.Thisrequiresanhonestappraisalofprofessionalintegrity,knowledgeandskills,whichthepublicationofthesematerialsisintendedtosupportanddevelop.



Appendices

Appendix 1: Communities and cultural contextGypsy,RomaandTravellerpupilsdonotconstituteonehomogenousgroup.Inthepastfourdecadestheterm‘Traveller’hasbeenusedtodescribeawidevarietyofculturalandethnicgroupsthateitherare,orhavebeen,traditionallyassociatedwithanomadiclifestyle.Thetermthenbecameusefulshorthandforarangeofdifferentgroups,includingGypsy,Roma,TravellersofIrishheritage,fairgroundfamiliesorshowpeople,circusfamilies,NewTravellersandbargeesorcanal-boatfamilies.However,itscontinueduseasagenerictermmaybeconsideredtobeunhelpfulandpotentiallydiscriminatory,asitdoesnotrecognisespecificethniccharacteristics.

Theterm‘Traveller’startedtobeadoptedinthe1960stoavoidtheuseofderogatoryreferencessuchas‘gypsies’and‘tinkers’.Theuseofthegenerictermforalloftheseotherwiseheterogeneousgroupswasmoreforthebenefitofofficialdomthantoobligeanyexpressedwishesforself-ascriptionwithinthedifferentcommunitiesthemselves.Giventhelegalterminologysurroundingtheminorityethnicstatusofthetwomaingroups,‘Gypsy/Roma’and‘TravellersofIrishheritage’,andtheneedtobeinclusive,itwouldseemnowthatthemostappropriateterminologytodescribethegroupscollectivelywouldbe‘Gypsy,RomaandTraveller’.Thismanagestoincorporaterespectforfeltandperceivedculturaldifferenceswiththeneedformanageablesemanticterminology.ThisapproachhasbeenadoptedbytheDCSF.

Previously,lower-caseletterswerecommonlyusedfortermssuchas‘Gypsy’and‘Traveller’.Therehasbeenalongbattletoensurethatthecorrectspelling,togetherwithcapitalletters,iscommonpractice.TheOxfordEnglishDictionarynowusesthespelling‘Gypsy’(not‘Gipsy’),andalsoinitialcapitallettersfor‘Gypsy’and‘Traveller’.Itshouldbenoted,however,thatsomepresscontinuetopractiseandthereforereinforceculturalandethnicdisrespect.

GypsiesWithinthisgrouptherearealargenumberofdifferentascribedorself-ascribedterms.Theseincludenon-derogatorywordssuchas‘Gypsies’,‘Romany’,‘RomanyGypsies’,‘Travellers’,‘TraditionalTravellers’,‘Romanichals’,‘RomanichalGypsies’,‘ScottishTravellersorGypsies’,‘Nawkens’,‘WelshGypsiesorTravellers’,‘Kale’and‘Roma’.AlthoughtheCouncilofEuropehasacceptedthattheterms‘Roma’and‘Traveller’aregenerallyacceptableincollectivelydescribingallEuropeanGypsies(andTravellers),therearemanydifferentgroupsthatmayhavegeographicalorterritorialassociationsandareascribedandorself-ascribedas,forexample,‘VlachRom’,‘Rom’,‘Kalderash’,‘Manouche’,‘Sinte’,‘Tattare’,‘Kaale’,‘Cale’,‘Lavari’,‘Ursari’,‘Boyhas’and‘Luri’.

MillionsofGypsyorRomapeoplespeaktheRomanilanguage,makingitoneoftheprincipalminoritylanguagesofEurope.RomaniisanIndiclanguage,closelyrelatedtomodernHindi,whichdevelopedintheEuropeandiasporaundertheinfluenceofanumberofotherlanguages,mostnotablyByzantineGreek.ThereareoverahundreddialectsofRomaniand,althoughinthepasttherehavebeeneffortstodenythelegitimacyofRomaniasalanguage,withsomescholarsclassifyingitasaformofjargon,thereisnowbroadconsensusamonglinguistsastothewealthandunityoftheRomanilanguage.TheRomanispokenbyEnglishGypsiesisknownaspogadijib(brokentongue)andanumberofTESSreportthatitisspokenasafirstlanguagewithinsomeGypsyfamilies.ThemajorityofCentralandEasternEuropeanRomaspeakRomani.




RomaTheterm‘Roma’,althoughcoveringalargenumberofdifferentgroups,relatesbacktotheRomtribe,whowerethemaingrouptotravelthroughEuropefromtheIndiansubcontinentinaroundthetenthcentury.

AsmallnumberofRomafamiliesmigratedtoandthroughtheUKfromdifferentpartsofEuropeinthepost-waryearsupuntilthelate1980s.However,withthecollapseofcommunisminthestatesofCentralandEasternEurope,manymoreRomafamiliesmigratedtotheUK,seekingasylum.Thiswasgrantedtoaminoritywhilethemajoritysuffereddeportation.However,muchlargernumbersofRomawereabletomigratetotheUKfollowingtheaccessiontotheEuropeanUnion(EU)oftheeightnewcountriesinMay2004.OtherRomahavecometotheUKsincethesubsequentaccessionofRomaniaandBulgariatotheEUinJanuary2007.

Travellers of Irish heritageArangeofterminologyisalsousedinrelationtoTravellerswithanIrishheritage.Theseareeitherascribedorself-ascribedtoinclude‘Minceir’,‘Travellers’,‘TravellingPeople’and‘TravellersofIrishheritage’.TravellersofIrishheritagespeaktheirownlanguage,knownas‘Gammon’orsometimesreferredtoas‘Cant’,whichisalanguagewithmanyRomaniloanwords,butnotthoughttobeadialectofRomaniitself.

Other Traveller communitiesThesecommunitiesinclude:

• showpeopleandfairgroundfamilies;

• circusfamilies(Notethatfamilieswitharangeofnationalandethnicbackgroundsarefrequentlyincludedwithinthesamecircus,sopupilsinschoolmaybelearningEnglishasanadditionallanguage.);

• NewTravellers(New-AgeTraveller,New-AgeGypsies);

• familiesandpeoplelivingonboats(bargee,canal-boatandboatfamilies).



Appendix 2: DCSF initiatives to raise the attainmentof Gypsy, Roma and Traveller pupilsTheDCSFhastakenaseriesofactionswithintheNarrowingtheGapsDivisiontoinitiatearangeofstrategiestargetingvulnerablegroups,includingGypsy,RomaandTravellerpupils.

Gypsy, Roma andTraveller Achievement ProgrammeTheNationalStrategies,Gypsy,RomaandTravellerAchievementProgrammewaslaunchedinSeptember2006,with12LAsand45schoolsandsettings.In2007theprogrammewasextended,withtheadditionof10moreLAsand40moreschools.

TheaimsoftheprogrammeweretopilotmethodologyandpedagogyaimedatimprovingoutcomesforGypsy,RomaandTravellerpupils,andtodisseminateexistingandemerginggoodpracticefromtheseandotherLAsthroughconferencesandpublicationssuchastheseguidancebooklets.

Gypsy RomaTraveller History Month (GRTHM)TheinauguralGRTHMwaslaunchedinJune2008andwasaimedatschools.ThemonthprovidedanopportunitytocelebratetheachievementsofalltheTravellingcommunities,especiallythroughthearts.Theaimwastopromotecurriculuminclusionandcommunitycohesion.

TheDCSFhasbeenproactiveinencouragingeducationalpublishersandLAstopublishmaterialsthataremoreinclusiveofthehistory,cultureandlanguagesofGypsy,RomaandTravellercommunities,intheinterestsofaffirmingculturalidentityandimprovingthequalityandaccuracyofknowledgeforallchildrenwithinthecurriculum.

In2009theNationalAssociationofTeachersofTravellersandotherprofessionals(NATT+)wasawardedDCSFfundingtocoordinateGRTHMactivities.

ResearchTheDCSF’sresearchprogrammeislinkedtotwoprojectswithafocusonGypsy,RomaandTravellerissues:

a. alongitudinalstudy,‘ImprovingtheOutcomesofGypsy,RomaandTravellerPupils’,whichencompassesaliteraturereviewandanin-depthanalysisofschools’andpupils’experiences;

b. amappingexerciseofCentralandEasternEuropeanRomasettlementinEngland,togetherwithananalysisoftheiraccesstopublicservices.




ReferencesCouncilofEurope(2005),Teaching Kit, for Roma, Sinti and Traveller children at preschool level,CouncilofEurope,Brussels

DCSF(2006),Excellence and Enjoyment: learning and teaching for bilingual children in the primary years,professionaldevelopmentmaterials,DCSFref.0013-2006PCK-EN

DCSF(2007),Guidance on the duty to promote community cohesion,DCSF,London,DCSFref.00598-2007DOM-EN

DCSF(2007),New Arrivals Excellence Programme,DCSF,Nottingham,DCSFref.00650-2007BKT-EN

DCSF(2008),Raising the achievement of Gypsy, Roma and Traveller pupils,DVD-ROM,DCSFref.00102-2008DVD-EN

DCSF(2008),The Inclusion of Gypsy, Roma and Traveller Children and Young People, DCSF,Nottingham,DCSFref.00063-2008DOM-EN

DecadeWatch(2007),Roma Activists Assess the Progress of the Decade of Roma Inclusion 2005–2006,p.80

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

Derrington,C.(2004),Gypsy Traveller Students in Secondary Schools: Culture, Identity and Achievement, NFER,London,TrenthamBooks,ISBN101858563208

DESCircular1/81EducationAct1980:AdmissiontoSchools,Appeals,PublicationofInformationandSchoolAttendanceOrders

DES(1985),Education for All,theReportoftheCommitteeofInquiryintotheEducationofChildrenfromEthnicMinorityGroups(TheSwannreport),London,HMSO

DfES(2002),Access and engagement: Teaching pupils for whom English is an additional language,DfESref.0609/2002(English);0251/2002(mathematics);0610/2002(science);0611/2002(ICT)

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

DfES(2006),Ethnicity and Education, DfESref.0208-2006DOM-EN

Equal access to quality education for Roma,Volume1,p.490,TheOpenSocietyInstitute,Budapest,2007

EuropeanCommission(2004),The Situation of Roma in an Enlarged European Union,TheEuropeanCommission–DGEmploymentandSocialAffairs,Brussels

EuropeanCouncilDirective2000/43/ECof29June2000‘Implementingtheprincipleofequaltreatmentbetweenpersonsirrespectiveofracialorethnicorigin’

Franks,M.andUreche,H.(2007),This is Who We Are,ChurchofEnglandChildren’sSociety,London

Kyuchukov,H.(2007),inEducation of Roma Children in Europe,publicationoftheExpertMeeting,Paris2007,UNESCO,CouncilofEurope

Matras,Y.(2002),Romani: A Linguistic Introduction,CambridgeUniversityPress,2002

Ofsted(1996),The Education of Travelling Children, Ofsted,London,ref.HMR/12/96/NS

Ofsted(1999),Raising the attainment of minority ethnic pupils – School and LEA responses,Ofsted,London,ref.HMI170

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

Reiss,C.(1975),The Education of Travelling Children,TheSchoolsCouncilResearchStudies,Macmillan,London



Rekosh,E.andSleeper,M.(eds).(2004),Separate and Unequal – Combating Discrimination Against Roma in Education, Public Interest Law Initiative,Budapest

TreatyofAccession,theActofAccessionandFinalActofAccession,Brussels2003

UNICEF(2007),Breaking the Cycle of Exclusion – Roma Children in South East Europe,UNICEF2007

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

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

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

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

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

SavetheChildren(2006),Working Towards Inclusive Practice: Gypsy/Roma and Traveller Cultural Awareness Training and Activities for Early Years Settings,SavetheChildrenwww.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,LiteratureReview,DCSF-RR077


www.savethechildren.org.uk



AcknowledgementsInpreparingthisguidancewehavebenefitedfromthehelpandadviceofcolleaguesfrommanylocalauthorities.Weshouldparticularlyliketothankthosecolleaguesthatformedpartofthewritinggroup,helpingtoshapethecontentsandthestructureofthematerials.SpecialthanksgotoArthurIvattsforhisvaluablecontribution.


Audience: LA strategy, EMA and TES managers and consultants, primary and secondary headteachers and teachers Date of issue: 08-2009 Ref: 00660-2009BKT-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

Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm

Booklet 1: Introduction - Gloucestershire · 2017. 1. 25. · 1. Introduction 2. Leadership and...

Documents

Transcript of Booklet 1: Introduction - Gloucestershire · 2017. 1. 25. · 1. Introduction 2. Leadership and...