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

Movingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet1:Introduction

Firstpublishedin2009Ref:00660-2009BKT-EN

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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

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