© crown copyright 2010 gypsy, roma and traveller achievement programme national strategies and...

© Crown copyright 2010

Gypsy, Roma and Traveller Achievement Programme

National Strategies and Beyond

7 March 2011


I seem to be at that point of letting go….

2

But what a

journey….


The GRT Achievement Programme within the National Strategies

• Part of Narrowing the Gaps strategy• Overall aim:

‘to enable disadvantaged and vulnerable children to overcome the cultural and social barriers of poverty, fulfil their potential and close attainment gaps.’

• GRT Achievement Programme contributes by:‘addressing the needs of underperforming groups through discrete programme delivery’


Strategies for Successfor schools, settings and LAs

Know the Gaps• Identify gaps (FSM, G&T, SEN, BME, Gender)• Understand the gaps• Make gaps visible • Promote use of data• Build data confidence

Celebrate Success• Celebrate/promote faster progress and

attainment of targeted pupils• Capture and share what works well• Achieve successful Ofsted

Narrow the Gaps• Explicitly develop a culture of success• Ensure Quality First teaching• Plan for progression• Identify/use specific pedagogies• Provide effective intervention• Work with parents and families• Use wider partnerships for support

Mind the Gaps• Focus relentlessly on narrowing gaps• Assess pupils’ progress • Use regular tracking to review progress • Provide personal challenge and support for

learning through tutoring and mentoring• Seek and act on external challenge • Plan for accelerated progress


What the Programme has achieved

• Impact - what the data tells us

• Impact - in LAs

• Impact - school successes

• Impact – resource legacy


The impact in schools

• Improved use of data to identify, track and monitor underperforming GRT pupils

• Increased visibility for GRT pupils across all phases

• Target setting designed to narrow the gaps for underperforming pupils

• Targeted intervention based on data analysis


The impact in schools

• Improving effective parent/carer and community partnerships

• Schools building up trusting relationships with parents

• More parents visiting schools and supporting their child's learning

• Increased numbers of GRT pupils ascribed as parents engaged better with schools


EYFS Profile - Good level of achievement 2007 - 2010

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10

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70

2007 2008 2009 2010

All White British Traveller Gypsy/Roma Pakistani

Bangladeshi Black Caribbean Black African EAL


KS2 Level 4+ including English and mathematics 2006 - 2010

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10

20

30

40

50

60

70

80

2006 2007 2008 2009 2010




KS4 5 A* -C including English and mathematics 2006 - 2010

0

10

20

30

40

50

60

2006 2007 2008 2009 2010




The impact in LAs

raising achievement of GRT pupils became the responsibility of everyone, bringing GRT to the heart of the school improvement agenda

Secondary strategy manager


The impact in LAs

• ‘changing the conversations’• a strategic group to lead the work• raised profile of GRT underachievement, LA service and

action plans• stronger use of data (links with research & statistics) • clear targets for schools • ‘building relationships’• alignment with overall inclusion and intervention agenda


• Building Futures: Developing trust, a focus on provision for GRT children in the Early Years Foundation Stage

with additional DVD case studies

Impact of the Programme – a legacy of resources

• Moving Forward Together: Raising GRT achievement Introduction

Leadership & management

Learning & teaching

Engagement with parents, carers and the wider community


Providing a way forward through networks EMA Hub and PLC

• Range of events and audience • Level of participation in hubs• Impact on alignment between LA teams• Evidence of impact/development of partnership work

between LAs• Impact on skills and expertise for consultancy for

schools• Identification, collation and promotion of good

practice for regional and national dissemination• Overall summary


Overall summary

‘The EMA Hub has been an integral part of my professional development. It has given me time and space to discuss and reflect on pedagogy with colleagues. It has heightened my awareness of learning needs and how to transfer this across all subjects. It has given me confidence and developed my credibility.’


What are some of the key challenges and opportunities we all face?

• Working in pairs. • Taking it in turn identify a challenge and try to

consider how this could present an opportunity.

– Around improving positive ascription– Using the GRT guidance materials in school– Keeping GRT within the focus of school improvement– Working with schools to build their capacity– What are the remaining challenges?


Constructing the story…

‘…..hard to over-emphasise how important it has been for me to have been able to feel part of this hugely important focussed national project.’

‘Producing the GRT national guidance materials for EYFS, Primary and Secondary schools and helping to spotlight the real issues faced by GRT pupils within education.’


But we aren’t finished yet…

BUT WE ARE NOT FINISHED YET

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