booklet 2: leadership and management

Moving forward together: Raising Gypsy, Roma and Traveller achievement Booklet 2: Leadership and management

Movingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet2:Leadershipandmanagement

Firstpublishedin2009Ref:006612009BKTEN

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VTheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement

Booklet2:Leadershipandmanagement

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

Theguidancematerialsconsistoffourinterrelatedbooklets:

1. Introduction

2. Leadershipandmanagement

3. Learningandteaching

4. Engagementwithparents,carersandthewidercommunity

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

Theguidancematerialsaimtosupportschoolstoraisestandards,narrowachievementgapsandaccelerateprogressthrough:

• anexplorationoflearningandteachingapproachesthatwillmaximisetheachievementofGypsy,RomaandTravellerchildrenandyoungpeople;

• providingconditionsforlearningthatvaluediversityandbuildandpromoteselfconfidence;

• challengingracismandpromotingracialequalitythroughouttheschool;

• developingeffectivepartnershipswithparents,carers,familiesandcommunities.

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

Key principles• TherearenoinherentreasonswhyachildfromaGypsy,RomaorTravellercommunityshouldnot

achieveaswellasanyotherchild.

• HighqualityteachingandeffectiveAfL,plusappropriatespecialistinterventions,supportedbyschoolleaders,arekeyfactorsinimprovingtheachievementofGypsy,RomaandTravellerchildrenandyoungpeople,asgroupsandasindividuals.

• Achievementwillonlyoccurthroughthecombinedeffortsofschool,childandhome.

©Crowncopyright2009 006612009BKTEN

VI TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet2:Leadershipandmanagement

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

• Gypsies

• ScottishTravellersorGypsies

• WelshGypsiesorTravellers

• Roma

• TravellersofIrishheritage

• showpeople

• fairgroundfamilies

• circusfamilies

• NewTravellers

• bargeeorcanalboatfamilies.

006612009BKTEN ©Crowncopyright2009

TheNationalStrategies VIIMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


ContentsKeymessages 1

Introduction 2

• Keyprinciplesandstatutoryrequirements 2

AuditingpoliciesandpracticeforGypsy,RomaandTravellerpupils 8

• Ofstedselfevaluationforms 8

• AssessingschoolpracticeandpolicyrelatingtoGypsy,RomaandTravellerpupils 9

Usingdatatoidentifyandtackleunderperformance 13

• Improvingascription 13

• Trackingpupils’progressandtacklingunderperformance 14

• AssessmentforLearningandAssessingPupils’Progress 16

Issuesofaccess,inductionandmobility 18

• EnrollingGypsy,RomaandTravellerpupils 18

• Welcomeandinduction 20

• Midtermadmissions 21

• Theroleoftheinductionmentor 22

• Managingcontinuityoflearningforpupilswhotravel 26

• Transitions 27

Developinganinclusiveethos 30

• Pupilidentityandvoice 34

Ensuringgoodattendanceandreducingexclusions 37

• Attendance 37

• Reducingexclusions 39

Appendices 41

• Appendix1:ExtractsfromAttendanceadvice:Gypsy,RomaandTravellerChildren 41 (2008)

• Appendix2:Selfevaluationtool 43

• References 48

• Furtherreading 49


1TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievement


Keymessages• Gypsies,Roma,TravellersofIrishheritageand,morerecently,ScottishTravellersareidentifiedas

racialgroupsinracerelationslegislationandarethereforeentitledtoalltherightsandprotectionsenjoyedbyotherminorityethnicgroupsunderthelegislation.Schoolleadershaveastatutorydutytopromoteraceequalityandtofocusonthepositivecontributionsmadebyallpupils,includingthosefromGypsy,RomaandTravellerbackgrounds.

• SchoolsshouldevaluatetheirownpolicyandpracticeinraisingachievementforGypsy,RomaandTravellerpupils;Appendix2:Selfevaluationtoolwillprovideusefulguidance.AnypupilsfromGypsy,RomaandTravellerbackgroundsintheschoolshouldbeincludedintheOfstedselfevaluation.

• Allschoolleaders,includingmiddleleadersinsecondaryschools,shoulduseschooldatatotackleunderperformanceandtoidentifyappropriateactionandinterventiontohelpclosethegapforGypsy,RomaandTravellerpupils.

• Effectiveleadershiponinclusion,raceequalityandcommunitycohesionensuresasuccessfulwholeschoolapproachtothewelcome,induction,integrationandachievementofGypsy,RomaandTravellerpupils.

• EffectivesupportforGypsy,RomaandTravellerpupilsshouldbeseenasawholeschoolresponsibilityandisnotdependentonadditionalfundingorexternalsupport.

• Inschoolsthathaveanethosofrespectforandunderstandingoftheculturesofallpupils,Gypsy,RomaandTravellerpupilsfeelsecureinacknowledgingandcelebratingtheircultureandidentity.Gypsy,RomaandTravellerpupilsneedtohaveavoiceandtobegiventheopportunitytocontributetheirviewsabouttheirculture,identityandeducation.

• Thebestresultsinraisingattendance,reducingexclusionsandprovidingcontinuityoflearningforperiodsoftravelarefoundwhenparentsorcarers,schoolsandlocalauthorities(LAs)understandeachothers’rolesandresponsibilitiesinordertoplanandworktogetherforthebenefitofthechild.


2 TheNationalStrategiesMovingforwardtogether:RaisingGypsy,RomaandTravellerachievementBooklet2:Leadershipandmanagement

IntroductionThisbookletonleadershipandmanagementexploresthekeyroleplayedbytheschool’sleadershipteaminraisingtheachievementofGypsy,RomaandTravellerpupilsinschools.Itisessentialthattheheadteachertakestheleadinthiswork,whileensuringthatallstaff,especiallythosewithresponsibilityforEnglish,mathematicsandinclusion,areactivelyinvolvedinclosingtheachievementgapforthese,themostunderachievinggroupsofpupils.

Key principles and statutory requirementsGypsies,Roma,TravellersofIrishheritageand,morerecently,ScottishTravellersareidentifiedasracialgroupsinRaceRelationslegislationandthusmustbeconsideredaslegitimateminorityethnicgroups.Itisimportantthattheentireschoolseniorleadershipteam(SLT),teachingandnonteachingstaffandgovernorsacknowledgethisfact.GypsyTravellershavebeenrecognisedasaracialgroupsince1988(CREvDutton).TravellersofIrishheritagegainedlegalrecognitionasaracialgroupin2000(O’LearyvAlliedDomecq).Gypsy,Roma,TravellersofIrishheritageandScottishTravellersarethereforeentitledtoalltherightsandprotectionsenjoyedbyotherminorityethnicgroupsundertheacts.

TheCommissionforRacialEquality(CRE)recognisedtheextentofdiscriminationanddisadvantageexperiencedbyalltheGypsyandTravellercommunitiesandiscommittedtohelpingbringaboutimprovementsforGypsiesandTravellersinallwalksoflife.In2004itlaunchedathreeyearstrategyfocusingonsecuringadequatesuitableaccommodationbuthighlightingotherareassuchaseducationandhealth,promotinggoodracerelations,supportinglegalenforcementofrightsofindividualsandensuringbetterethnicmonitoring.

PrejudiceandovertdiscriminationarethedailyexperienceofGypsyandTravellerpeople.Inanerainwhichitwouldnowbeunthinkableforlandlordstousethe‘Noblacks,noIrish,nodogs’signsofthe1950s,‘NoTraveller’signsareafrequentoccurrence,despiteconstantchallengebytheCRE.

SarahSpencer,BritishInstituteofHumanRightsLecture,11March2005.Usedwithkindpermission.

Effectiveschoolleadersknowthatallculturalbackgroundsneedtobeunderstoodandrespected.Effectiveleadershiponinclusion,raceequalityandcommunitycohesionisvitaltoensureaneffectivewholeschoolapproachtothesuccessfulinduction,integrationandachievementofGypsy,RomaandTravellerpupils.




Thefollowinglegislationoutlinesthedutiesforschoolsinthisregard.

The Race Relations (Amendment) Act 2000 (RR(A)A)Thisactplacesaclearstatutorydutyonpublicbodies,includingschoolsandsettings,to:

• provideequalityofopportunity;

• tackleunlawfulracialdiscrimination;

• promotegoodrelationsbetweenmembersofdifferentethniccommunities.RaceRelations(Amendment)Act2000.©Crowncopyright.

Eachofthesedutiessupportstheothertwo.Inschoolsandsettings,thedutiesincludeensuringthateverychild,includingthosefromGypsy,RomaandTravellerbackgrounds,hastheopportunitytoachievethehighestpossiblestandardsandleavestheschoolorsettingwellequippedforthenextstageofeducationandlife.

Centraltothestatutorydutyistherequirementtocollectandanalyseattainmentandotherdata,byethnicgroup,andtoputinplacestrategies,includingtargetsettingandmonitoring,toclosegapsinachievementandattainment.Allschoolsandsettingsmustassesstheimpactoftheirpoliciesonminorityethnicpupils,staffandparents.

Schoolsmustmonitortheimpactoftheirpoliciesonpupils,parentsandstafffromdifferentracialgroups.Inparticular,schoolsshouldmonitortheimpactoftheirpoliciesonpupils’attainmentlevels.

Schoolleadershaveastatutorydutytopromoteraceequalityandtofocusonthepositivecontributionsmadebyallpupils,includingthosefromGypsy,RomaandTravellerbackgrounds.



The Education and Inspections Act 2006ThisactintroducedadutyonallmaintainedschoolsinEnglandtopromotecommunitycohesion,andonOfstedtoreportonthecontributionsmadebyschoolsinthisarea.ThedutycameintoeffectinSeptember2007.Schoolsmustcontributetocommunitycohesionthroughtheirapproachto:

• teaching,learningandthecurriculum:promotingdiscussionaboutcommonvaluesanddiversity;

• equityandexcellence:ensuringequalopportunitiesforallpupilstosucceedatthehighestlevelpossible,byremovingbarrierstoaccessandparticipation;

• engagementandethos:providingopportunitiestointeractandbuildlinkswithparents,communitiesandotherschoolslocally,nationallyandinternationally.

Travellersitesareoftenontheedgesoftownsandvillagesandarenotalwaysconsideredtobepartofthelocalcommunity.Itisessentialthat,insuchcases,theyarerecognisedascommunitiesintheirownrightandthatschoolsincludethemintheiractionstopromotecommunitycohesion.




The Children Act (2004) and Every Child Matters: Change forChildren (2003)TheChildrenActandtheECMagendaencourageschoolstoconsiderthelivesofchildreninaholisticwayandtodevelopapproachesthroughcombinedchildren’sserviceslocally,toensurethatallchildrenandyoungpeoplearesupportedinovercomingpotentialbarrierstolearningandachievementandareabletorealisetheirpotential.

PotentialbarriersforGypsy,RomaandTravellerchildrenandyoungpeoplemaybenumerous.Pupilsmayhavehadlittleordisruptedaccesstoschoolingandtothewrittenword.RomapupilsareoftenamongthosenewlyarrivedintheUKandarelikelytobelearnersofEnglishasanadditionallanguage(EAL).Itisimportanttonotethatwhiletheseissuesexist,thepresenceoflearnersfromdifferentculturescanenhancethelearningofallpupils.

The School Admissions Code of Practice (2003)Since2007thiscodeofpracticerequiresallauthoritiesandadmissionsforumstohaveinyearfairaccessprotocolsinplace.TheprotocolscoverallmaintainedschoolsandacademiesinanyLAarea.TheLAshouldensurethataccesstosuitableeducationissecuredquicklyforchildrenwho,onarrivalinthearea,havenoschoolplace.

SomeGypsy,RomaandTravellerfamiliestraveltofindwork,suchasseasonal,fairgroundandcircuswork,andchildrenmayattendseveraldifferentschoolsduringtheyear.Suchfamiliesoftenarriveatoddtimesduringaterm;LAshaveadutytoensurethatfairaccessisgiventoanypupilsarrivingmidterm.



AlthoughdatashowsthattheeducationaloutcomesforGypsy,RomaandTravellerpupilsinschoolsarecurrentlyverylowoverall,thisrelatestothewholegroup.TherearemanyindividualGypsy,RomaandTravellerchildrenwhocananddoexcelatschoolandareamongthosewhoachievenationalexpectations.Schoolscertainlycanmakeadifference.SchoolstaffwithhighexpectationsarekeytoenablingGypsy,RomaandTravellerpupilstoreachthestandardsofwhichtheyarecapable.

Anumberofschoolsattributetheirsuccessinraisingacademicachievementtothehighexpectationsofbothteachersandpupils.Pupilsofallethnicbackgroundsandwithallkindsoflearningneedsaretreatedaspotentialhighachievers.

Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils(DfES2002)

Leadershipiscrucialtoschoolsuccess.Nopartofourstrategyforprimaryschoolswillbesuccessfulwithoutexcellentleadershipfromheadteachersandtheirleadershipteams.

Excellence and Enjoyment: A strategy for primary schools(DfES2003)

Researchpublishedin2005bytheNationalCollegeforSchoolLeadership(NCSL)intothecharacteristicsofeffectiveleadershipinmultiethnicschoolsalsohighlightsthearticulationandimplementationofexplicitvaluesthatpromoteanagendaofequality,fairnessandrespectasanimportantaspect.

Theheadteachersintheschoolsinvolvedinthestudyheldaclearlyarticulatedandunwaveringcommitmenttoattackingingrainedsocietalinequalities,particularlyracismandpoverty,whichtheysawasinexorablylinkedtotheirstudents’achievements.Theydidnotrestontheirlaurelsortherhetoricoftheirvaluesandbeliefsbutloudlyproclaimedthemandexpendedconsiderablestrategicandpracticalenergytowardtheirrealisation…

p.7 Effective leadership in Multi-Ethnic Schools. © National College for School Leadership. Used with kind permission.

ThefollowingsixkeyprioritiesforembeddingtheirvaluesinthelifeoftheirschoolsemergefromtheNCSLresearch.

• Allstaffshouldbeequallycommittedtoredressinginequalities.

• Allstaffshoulddemonstrateawillingnesstolearnabouttheculturesandbackgroundrealitiesofthechildrenandtheirfamilies.

• Improvingthequalityoflearningandteachingiscrucialtoraisingachievementandaddressinginequality.

• Everyeffortshouldbemadetorecruitstaffwhocomefromthesameethnic,linguisticandculturalbackgroundasthechildrenintheschool.

• Developingpartnershipswithparents,carersandcommunitiesisessentialifchildrenaretoachievetheirpotential.

• Realisingthesevaluesrequirestheconstructionofaninclusiveschoolculture.

InordertomakeadifferencetotheeducationaloutcomesofGypsy,RomaandTravellerpupils,schoolsneedastronganddeterminedlead,focusedonraisingtheattainmentofthesegroupsofchildrenwithinthecontextofaninclusiveandrelevantcurriculumandpedagogy.Thisleadisgivenbytheheadteacher




andsupportedbythewholeleadershipteam.ExpectationsforGypsy,RomaandTravellerpupilsmustbehighandbemaintainedbyallstaffmembers.ContinuedeffectivesupportforGypsy,RomaandTravellerpupilsisseenasawholeschoolresponsibilityandisnotdependentonadditionalfundingorexternalsupport.Apolicyforraceequalityisimplemented,monitoredandreviewed.LeadershipresponsibilitiesaredistributedandthereareexplicitandaccountablestructuresandprocessesforcoordinatingtheprovisionforGypsy,RomaandTravellerpupilsandmonitoringitsimpact.

Points for reflection• AreallmembersofyourschoolstaffandgoverningbodyawareofthelegalethnicstatusofGypsy,

RomaandIrishandScottishTravellerfamilies?

• Howdoesyourschoolprovideequalityofopportunity,tackleunlawfulracialdiscriminationandpromotegoodrelationsbetweenmembersofdifferentethniccommunities?

• Doesyourschoolcollectandanalyseattainmentandotherdatabyethnicgroup,includingGypsy,RomaandIrishTraveller?

• HowdoyouassesstheimpactofyourpoliciesonGypsy,RomaandTravellerpupilsandparents?

• Whatstrategiesdoesyourschoolusetoclosegapsinachievementandattainment?

• WhatistheresponseinyourschooltothemidtermarrivalofGypsy,RomaandTravellerpupils?

• Whatareexpectationsinrelationtothesepupils’attendance,behaviourandachievement?

Next stepsSLTsshould:

• engagemiddlemanagementindiscussionregardingexpectationsfordifferentgroupsofpupils,includingGypsy,RomaandTravellerpupils,usingtheabovequestions;

• ensurethattheschool’sprofessionaldevelopmentcycleincludesopportunitiestoengageallstaffindiscussion,aspartoftheprocessofreviewinginclusionandequalopportunitiespolicies;

• useLAadvisoryservices,includingTravellerEducationSupportService(TESS)andEthnicMinorityAchievement(EMA)servicesstrategicallytosupportareasofwholeschooldevelopment,forexamplesupportingseniorstaff’sunderstandingofthepotentialbarrierstoachievementforGypsy,RomaandTravellerpupilsandstrategiesforovercomingthosebarriers;

• provideCPDtrainingtoallnewstaff,teachersandgovernorsaboutGypsy,RomaandTravellercultures;

• shareGypsy,RomaandTravellercasestudieswithstaff,includinginstanceswhereGypsy,RomaandTravellerpupilshaveachievedatorabovenationalexpectations,andexaminethepossiblereasonsforpositiveoutcomes;

• ensurethatplansaddresshowtheschoolintendstosecurethefiveoutcomesofEveryChildMattersforallpupils,includingthosefromGypsy,RomaandTravellerbackgrounds.



AuditingpoliciesandpracticeforGypsy,RomaandTravellerpupils

Ofsted self-evaluation forms (SEF)WheretherearepupilsfromminorityethnicbackgroundsintheschoolitisessentialthattheyareincludedintheOfstedselfevaluation.ThefollowingsectionsarethoseoftheprimaryschoolandsecondaryschoolOfstedSEFsinwhichevidenceoftheinclusionofGypsy,RomaandTravellerpupilsmaybeadded.(InthefullSEFstheresponseswillincludetheconsiderationofthefullrangeofchildrenintheschool.)

Considertheevidenceavailabletodemonstrate:

A1.1–theschool’scontextincludingnumber,ethnicity,firstlanguageandmobilityofanyGypsy,RomaandTravellerpupils;

A2.1–theattainmentofGypsy,RomaandTravellerpupils;

A2.2–thequalityoflearningforGypsy,RomaandTravellerpupils;

A2.5–theextenttowhichGypsy,RomaandTravellerpupilsfeelsafefrombullying;

A2.8–theextenttowhichGypsy,RomaandTravellerpupilscontributetotheschoolandthewidercommunityandtheextenttowhichallpupilscontributetothewidercommunitywhichmayincludeGypsyandTravellersites;

A2.9–theattendanceofGypsy,RomaandTravellerpupils;

A2.10–theextenttowhichGypsy,RomaandTravellerpupilsdevelopworkplaceandotherskillsthatwillcontributetotheirfutureeconomicwellbeing;

A2.11–theextenttowhichallpupilsincludingGypsy,RomaandTravellerpupilsunderstand,accept,tolerate,respectandcelebratediversity;

A3.2–theuseofassessmenttosupportthelearningofGypsy,RomaandTravellerpupils,includingthosewhomayarrivemidterm;

A3.3–theextenttowhichthecurriculummeetstheneedsofGypsy,RomaandTravellerpupils,includingwhererelevant,throughpartnerships;

A3.4–theeffectivenessofcare,guidanceandsupportforGypsy,RomaandTravellerpupils;

A4.1–theeffectivenessofleadershipandmanagementinembeddingambitionanddrivingimprovementforGypsy,RomaandTravellerpupils;

A4.3–theeffectivenessofthegoverningbodyinchallengingandsupportingtheschoolsostatutoryresponsibilitiestowardsminorityethnicgroupsincludingGypsies,RomaandTravellersaremet;

A4.4–theeffectivenessoftheschool’sengagementwithparentsandcarersofGypsy,RomaandTravellerpupils;

A4.5–theeffectivenessofpartnershipswithmembersofGypsy,RomaandTravellercommunitiesandtheuseofthesepartnershipsinpromotinglearningandwellbeingforGypsy,RomaandTravellerpupils;




A4.6–theeffectivenesswithwhichtheschoolpromotesequalopportunityforGypsy,RomaandTravellerpupilsandtacklesdiscrimination;

A4.8–theeffectivenesswithwhichtheschoolpromotescommunitycohesionbyengagingwithGypsy,RomaandTravellercommunities,culturesandissues;

A5.1–theoutcomesforGypsy,RomaandTravellerchildrenintheEarlyYearsFoundationStage;

A5.4–howwellthesetting/schoolmeetstheneedsofGypsy,RomaandTravellerchildrenintheEarlyYearsFoundationStage;

A8.1–outcomesforGypsy,RomaandTravellerpupilsasindividualsandasagroup;

A8.4–importantactionsfortheschoolinordertoraisetheachievementofGypsy,RomaandTravellerpupils;

B1.26–anyextendedservicesprovidedbytheschoolwhichengageGypsy,RomaandTravellerpupilsandfamilies;

B1.29–workrelatedlearningwhichincludesGypsy,RomaandTravellerpupils;

B2.5–numbersoflearnerswhoareGypsy,RomaorTravellersofIrishheritage;

B2.7–numbersofGypsy,RomaandTravellersofIrishheritagewhoreceivesupportthroughspecificfunding,fromwhateversource;

B2.8–thenumberofGypsy,RomaandTravellerpupilswhospeakEnglishasanadditionallanguageandwhoareatanearlystageoflanguageacquisition;

B2.14–thenumberoflearnerswhoareGypsy,RomaandTravellersofIrishheritage,thattravelthroughouttheschoolyear;

B4.1&2–exclusionsandtransfersofGypsy/RomaandTravellersofIrishHeritage;

B5.2–anycurriculumactivityincludingsupport/withdrawalteachingandanyrelevantadditionalgroupswhichincludeGypsy,RomaandTravellerpupils;

B6.2–supportteachersfundedthroughtheChildren’sServicesGrantforpupilswhoareGypsy,RomaandTravellersofIrishheritageandsupportreceivedinlastyearfromTravellerEducationSupportService;

B6.4–supportstafffundedthroughtheChildren’sServicesGrantforpupilswhoareGypsy,RomaandTravellersofIrishheritage;

C8&10–equalityanddiversitypolicyandpracticeandcompliancewiththeRaceRelationsAct.

Assessing school practice and policy relating toGypsy, Roma and Traveller pupilsTheselfevaluationtool(seeAppendix2)willsupportschoolsinevaluatingtheirownpolicyandpracticeinraisingachievementforGypsy,RomaandTravellerpupils.Theselfevaluationdocumentisdividedintothefollowingsections:

• Leadershipandmanagement;

• Usingdatatotargetgroupsandtrackprogress;

• Developinglearningandteaching;

• Effectivepartnershipwithparentsandcommunity.

Itissuggestedthatthetoolisfirstusedbyschools’SLTsandgoverningbodiestoaudittheschool’spolicyandpracticethoroughly,byassessingeachareaintermsofwhetheritiswellestablished,developingornotyetinplace.



Eachschoolwillbeatadifferentpointonthedevelopmentcontinuum;schoolscanthereforebuildontheirpresentpractice,eitheridentifyingnewareasfordevelopmentthatwillhavethegreatestimpactonoutcomesforGypsy,RomaandTravellerpupils,ortoenhanceexistingareasofpractice.

Case study 1: Use of the self-evaluation tool at a primary schoolThislargeruralprimaryschoolhasahistory,goingbackseveralyears,ofhavingonrollasmallnumberofIrishTravellerpupilsfromalocalsite.TheSLTusedtheselfevaluationtooltoreviewtheirpolicyandpracticeinworkingwiththeIrishTravellerpupilsintheschool,inordertoplannewdevelopmentstoraiseachievement.

Theauditrevealedthat,formanyIrishTravellerpupils,thereweregapsintheattainmentdataanditwasthereforedifficulttomeasureyearonyearprogress.Manyofthefamiliestravelduringthesummermonthsandchildrenwereoftenawaywhentransitionalassessmentswerecarriedout.Changesweremadesothatthosepupilswhowouldbetravellingarenowassessedeitherbeforeleavingfortheirtravellingperiodorassoonastheyreturn.Theschoolisnowabletomaintainamoreaccuratepictureoftheirachievementandtoplaninterventionswhennecessary.

WhentheattendanceoftheIrishTravellerpupilswascollateditwasnotedthat,onaverage,themajorityofthepupilsfromthegroupwereonlyattendingschoolonfourdaysaweek.Throughtheuseofarangeofstrategies,includingindividualinvitationstobreakfastcluband‘firstdayresponse’,theattendanceofthemajorityofIrishTravellerpupilshasimproved.

Theschoolquestionedwhetherthecultureofthisgroupwasreallyreflectedinthecurriculumandfoundthat,thoughonoccasionsTravellerrelatedtextswereloanedbytheLA’sTESS,therewerenobooksamongtheschool’sownresourcesthatwereculturallyspecifictothisgroupofchildren.InconsultationwithTravellerpupils,theschoolhasnowpurchasedseveralbooksthathaveprovedpopularwithpupilsfromarangeofbackgrounds.

Pupilandparentvoicewerealsoidentifiedasareasfordevelopment,aswasstaffandgovernortraining.Arangeofinitiativesisnowbeingtrialledandevaluatedaspartofalargerplan,toraiseattainmentforthisunderachievinggroupofpupils.

Thenewheadteacheriskeentoreturntotheauditattheendoftheyeartoassessprogressandidentifyfurtherareasforfocusandaction.




Case study 2: Identifying areas for development in a village college, usingthe school self-evaluation toolThisvillagecollegehasawellestablishedtraditionofeffectiveworkwithGypsy,RomaandTravellerpupilsandtheirwidercommunities.Ofthe27Gypsy,RomaandTravellerpupilsatthecollege,manyareGypsyTravellerswholiveintrailersbytheroadsideoroncountycouncilorprivatesites,whileothersarehousedorliveinchaletsonprivateland.Thereisalsoalargeshowmen’scommunity,livinginafairgroundyardduringthewinterandtravellingfromMarchtoNovember.

TheprincipalandviceprincipalusedtheselfevaluationtooltoauditpolicyandpracticeinraisingtheachievementofGypsy,RomaandTravellerpupils.Manystrengthswereidentified.TheprincipaliswellknowntomanyoftheGypsy,RomaandTravellerfamiliesandtheLATESSisalsousedtoliaisebetweenthecollegeandthecommunity.ThereisaStudentSupportCentre,whichiswellusedbyGypsy,RomaandTravellerpupils.Thecollegeoperatesa15hourperdaymobileandtextmessagingservicethathasbeenwellreceivedbyparentsandpupils.TherehavebeenwholeschoolstaffopportunitiesforawarenessraisingregardingGypsy,RomaandTravellerculturalandeducationalissuesandthecollegeisinvolvedinelectronicdistancelearninginitiativeswithfairgroundpupils.

ThefollowingareasfordevelopmentwereidentifiedandthesenowformthebasisforadetailedtwoyearactionplantoraisetheachievementofGypsy,RomaandTravellerpupilsinthecollege.

Leadership andmanagement

• DevelopamorestrategicapproachtothemanagementoftheGypsy,RomaandTravellercohortinallaspectsoftheirinvolvementwiththecollege.

• Encouragemoreinvolvementbyadultmembersofthecommunitiestoactasrolemodels,asgovernorsorpupilmentors.

• DevelopstafftrainingonraisingachievementofGypsy,RomaandTravellerpupils.

• Developthepowerofpupilandparentvoice,includingthoseofGypsy,RomaandTravellerpupilsandparents,acrossallages.

• Developmanagementofinclusionandmobilityfurther,possiblytoincludeamoreformalbuddysystem.

• EncourageGypsy,RomaandTravellerpupilstojointhecollegecouncil.

Use of data

• CollatedataonGypsy,RomaandTravellerprofilessothatthereiseasilyaccessibleinformationaboutethnicity,culturalgroupandmobilitypatterns.

• DevelopthedatabasefurthersothatGypsy,RomaandTravellerpupils’progresscanbereliablytracked,allowingattainmentgapstobeeasilyidentifiedandactedupon,withcleartargetsset.Accesstothedatabaseshouldbesharedbyallstaffinthecollegeresponsibleforraisingpupils’attainment.

• Withthedevelopmentofthedatabase,baselineassessmentofallnewlyarrivedorreturningGypsy,RomaandTravellerpupilswillbeaddedandaccessedbyallstaff.

• Reexploreissuesregardingascriptionanddevelopactionstosecuremoreaccurateascription,withsupportfromtheLATESS.



Learning and teaching

• StaffCPDistoincludemessagesabouttheneedforhighexpectationsofGypsy,RomaandTravellerpupils.Homeworkandotherissuesaretobeexploredandactionsestablished.

• Developstrategiesforgatheringpupils’responsestothecurriculumfurtherandcollateGypsy,RomaandTravellerresponseinordertoaddressneed.

• DevelopthePSHEcurriculumtoraiseawarenessandcelebrationofGypsy,RomaandTravellercultures.UsetheSpeakOutantibullyingCDROM.

• EnsurethattherearepositiveimagesofGypsy,RomaandTravellerpupilsonview.DiscusswithGypsy,RomaandTravellerpupilsthepossibilityofGypsy,RomaandTravellerculturaldisplays.

• AddressretentionatKeyStage4andattainmentatGCSE.

Partnership with parents

• DevelopthecommunicationbetweenGypsy,RomaandTravellerparentsandcarersandteachingstaffinordertobuildtrustingrelationships.

Points for reflection• Beforeusingtheselfevaluationtool,canyouidentifyanyparticularareasofstrengthinyourschool’s

policyandpracticeforGypsy,RomaandTravellerpupils?

• Beforeusingtheselfevaluationtool,canyouidentifyareasfordevelopmentofyourschool’spolicyandpracticeforGypsy,RomaandTravellerpupils?

Next stepsOncetheselfevaluationiscompletedandareasfordevelopmentareidentified,theschool’sSLTshould:

• prioritisethedefinedareasandplan,initiallyforaoneyearprogrammeofaction.(ThiscouldbewrittenasaRaisingAchievementPlanforGypsy,RomaandTravellerpupils.);

• ensurethattheGypsy,RomaandTravellerRaisingAchievementPlanisintegratedinto,andbenefitsfrom,existingschoolsystemsandstructurestoenabledevelopmentstobesustainedandembedded;

• ensurethattheidentifiedareasfordevelopmentcontinuetoberelevantandeffectiveinraisingtheachievementofGypsy,RomaandTravellerpupils.(Plannedactionsshouldalsoreflecttheschool’sdevelopmentpriorities.);

• monitorandevaluatetermlytheimpactoftheactionstakenonraisingtheachievementofGypsy,RomaandTravellerpupils.




Usingdatatoidentifyandtackleunderperformance

Improving ascriptionItisessentialthatGypsy,RomaandIrishTravellerfamiliesaregiventheopportunitytodeclaretheirethnicitywhenenrollingataschool.ManyfamiliesarenotascribedtothesecategoriesonschoolandLAdata;althoughsomechoosenottobe,othershavenotbeengiventheopportunity.Schooladmissionformsmayneedtobeexplainedandsometimesreadtofamilies,toenablethemtomakeinformedchoicesabouttheethnicitytowhichtheyascribe.ItisimportanttoothatschoolsbuildpositivelinkswithTravellerparentsandcommunitiesandthatfamiliesfeelsafeandsecureindeclaringtheirethnicity.Itisbelievedthat,nationally,onlyasmallproportionoffamiliesarecurrentlydeclaringtheirspecificethnicity.

ThefollowingpointsaretakenfromThe Inclusion of Gypsy, Roma and Traveller Children and Young People: strategies for building confidence in voluntary self-declared ethnicity ascription(DCSF2008),whichaimstoencouragemoreparentsofGypsy,RomaandTravellersofIrishheritagetodeclaretheirethnicity.Thepublicationexplainswhyitisimportanttogettheirethnicityright.

• Teachersknowthat,forchildrentobesuccessfullearners,theyneedtobeselfconfidentintheirpersonalandfamilyidentityandthatthisisinextricablylinkedtotheirselfesteemaslearners.

• Schoolscannotsatisfactorilyfosteracloserelationshipwithparentsandthecommunityunlessitiscognisantofthesocial,culturalandracialdimensionsofthewholeschoolcommunity.

• SchoolsandLAscannotsatisfactorilycomplywiththeirdutiesundertheRaceRelations(Amendment)Act2000,unlesstheyareawareoftheethnicityandculturaldiversityoftheirschoolpopulation.

• Fundingstreamsandtargetedsupportarefrequentlylinkedtoparticulargroupsofpupilswhomayfeatureasapriorityintermsofeducationalfundingprogrammes.LAsandschoolsthatarenotawareofthefullrangeofpupils’backgroundsareillplacedtobidforandreceivesuchadditionalfunding.Moreaccurateascriptionwillattractincreasesinfunding.

• Inorderforthecurriculumtobepersonalisedandinclusive,thediversityofpupils’backgroundsneedstobeknown.

• Inorderforschoolimprovementofficersandschoolimprovementpartners(SIPs)tosupportschoolstoraiseachievementtheyneedtobefullyawareofthediversityofpupils’backgrounds.

• Ethnicallydisaggregateddataisimportantaspartofschoolselfevaluationrequirements.

• EthnicallydisaggregateddataisimportantasithasastronginfluenceontheprioritiesandorientationofOfstedinspectionsofschools.

The Inclusion of Gypsy, Roma and Traveller Children and Young People: strategies for building confidence in voluntary self-declared ethnicity ascription(DCSF2008)

ManytraditionalEnglishGypsyandIrishTravellerfamiliesliveoncountycouncilorprivatesitesthatareoftennotconsideredpartofthelocalcommunity,townorvillage.TheyarerarelyvisitedbypeoplefromoutsidetheTravellercommunities.Equally,therearesomeGypsy,RomaandTravellerfamilieslivinginsocialorprivatehousingthatmaybeisolatedfromothermembersoftheirculturalgroupor‘community’.



Settledsocietytendstohaveanotionofcommunitywhichislocallybasedandgeographicallyconstrained.GypsyTravellercommunitiesaredispersedanddonothaveaclearlocalfocus.Thusextendedfamilyandreligiouseventssuchasweddingsandchristenings,orsocioeconomicgatheringssuchashorsefairs,willdrawtogetherfamilygroupsandreinforcecommunalidentity.WhereschoolshaveaGypsycaravansiteintheircatchmentarea,thereispotentialforrecognisingGypsyTravellersasalocalcommunitygroupandreflectingtheirhistoryandculturewithintheschool.HoweverthemajorityofGypsyTravellersliveinhousingandmanyschoolsmayhavechildrenfromoneortwosuchfamiliesattendingtheirschool.Theculturalidentityofthesefamiliestendstobeunderthreatanditisimportantthatallschoolsensurethatculturaldiversityisreflectedwithintheircurriculum.

Aiming High: Partnerships between schools and Traveller Education Support Services in raising the achievement of Gypsy Traveller pupils(DfES2005)

ItisimportanttorememberthatmanyEasternEuropeanRomafamilieshavefrequentlyfaceddiscriminationandhistoricalpersecutionintheirowncountriesand,indeed,maycontinuetofacesomediscriminationintheUK.Theymaynotchoosetodeclaretheirethnicitywhennewlyarrivedataschool.Whentrustingrelationshipsarebuiltbetweenpupils,staffandparents,manyRomafamilieshavebeenmoreconfidentaboutacknowledgingtheiridentityandethnicity,workingwithschoolstocelebratetheircultureandsubsequentlyascribingthemselvesasGypsyorRoma.

Tracking pupils’ progress and tacklingunderperformanceThissectiongivesguidanceontheuseofdatatotrackpupils’progressandtackleunderperformance.Allschoolleaders,includingmiddleleadersinsecondaryschools,shoulduseschooldatatotackleunderperformanceofgroupsofpupilsinordertosecureimprovement.Interventionstrategiescanbeimplementedtoaddressparticularneedsandhelptoclosetheattainmentgapofparticularunderperforminggroups.




The use of data in our school is an absolutely fundamental tool in

everything we do. It informs teaching and learning and everyone is

involved in both the collection and the analysis of the data.

Deputy headteacher

Usingtherelevantsectionoftheselfevaluationtool,theSLTwillexamineitsknowledgeabouttheprofileofGypsy,RomaandTravellerpupilsintheschool.Theteamshouldhaveaninformedviewofhowdataiscurrentlyusedandwhatareasofdatacollectionneedtobeenhancedinordertoensureanaccurateprofileofthisgroupofpupils.Theselfevaluationislikelytohaverevealedgapsinpupils’progressdata,forexamplewhereTravellerpupilshavebeenawaytravellingduringassessmentperiods,orwhereGypsy,RomaandTravellerpupils,includingnewlyarrivedRomachildren,havebeenenrolledmidtermwithnopriorassessmentdata.Areasfordevelopmentwillhavebeenidentified.Whereindicated,theseshouldincludeactionstoputintoplaceaccuratemethodsofcollectingdataonattendance,exclusionsandprogressinordertotracktheattainmentofallGypsy,RomaandTravellerpupils.OtherareasfordevelopmentmayincludeworktoraisetheascriptionofpupilstoGypsy,RomaorIrishTravellercategories.Forsupport,refertoThe Inclusion of Gypsy, Roma and Traveller Children and Young People(DCSF2008).

Case study 3: Developing a Gypsy, Roma and Traveller pupil database totrack progress andmap future interventionAtonelargecommunitycollege,where90percentofpupilsarefromminorityethnicbackgrounds,Gypsy,RomaandIrishTravellerpupilsareoneofseveralunderachievinggroups.Raisingtheachievementofthisgroupisviewedasawholeschoolresponsibility,withtheseniormanagementteamtakingtheleadonscrutinyofdata,trackingofpupils’progressandengagementwithparents.All15oftheGypsyandIrishTravellersonrollatpresentareascribedasGypsy,RomaorTravellerofIrishheritage.Adeputyheadteacher,supportedbytheheadteacher,hastakenonresponsibilityforexaminingwaysinwhichTravellerpupils’progresscanbeimproved.

DatafromexistingschoolrecordshasbeencollatedintoonespecificGypsy,RomaandTravellerpupildatabase.Thisgivesdetailsofethnicity,termlyattendanceandexclusionsandachievementinthecoresubjects.Italsoprovidesinformationaboutanyadditionalneedsandmapsextrasupportfortheyear.IndividualtermlytargetshavebeensetforallGypsyandIrishTravellerpupilsandthesehavebeensharedwithsubjectleadersandinclusionteamworkers.Pupils’progressisaddedtothedatabasetermly.TheGypsyandIrishTravellerpupilsarenowviewedbyschoolstaffasdistinctgroupswhoarevulnerabletounderachievementandthedatabaseisusedeffectivelytotrackpupils’progressandmapfutureinterventions.



Assessment for learning (AfL) and Assessing Pupils’Progress (APP)SeniorleadersneedtoensurethattheirapproachtoAfLispartofamanageableandwholeschoolsystemofassessmentthatprovidesacumulativeunderstandingofeachpupil’sachievement.TheprinciplesoftheAfLstrategyarethat:

• everychildknowshowtheyaredoingandunderstandswhattheyneedtodotoimproveandhowtogetthere.Theygetthesupporttheyneedtobemotivated,independentlearnersonatrajectoryofimprovement;

• everyteacherisequippedtomakewellfoundedjudgementsaboutpupils’attainment,understandstheconceptsandprinciplesofprogressionandknowshowtousetheirassessmentjudgementstoforwardplan,particularlyforpupilswhoarenotfulfillingtheirpotential;

• everyschoolhasinplacestructuredandsystematicassessmentsystemsformakingregular,useful,manageableandaccurateassessmentsofpupils,andfortrackingtheirprogress;

• everyparentandcarerknowshowtheirchildisdoing,whattheyneedtodotoimproveandhowtheycansupporttheirchildandteachers.

The Assessment for Learning Strategy(DCSF2008)

Weknowthat,foranumberofreasons,manyGypsy,RomaandTravellerpupilsarenotfulfillingtheirpotential.Itisimportantthatallpupils,includingthosefromGypsy,RomaandTravellerbackgrounds,knowwhatisexpectedofthem,howtheyaredoingandthestepstheyneedtotaketoimprove.Itisimportanttoothatparentsunderstandtheirchildren’slearningneedsandtargets.SomeGypsy,RomaandTravellerparentsmayneedadditionalsupportinthisareaiftheyareunfamiliarwiththeEnglisheducationsystem,speaklittleEnglishoriftheyhavenothadfullaccesstoeducationthemselves.

ForRomapupilsitwillbenecessarynotonlytogatherinformationoncurricularlearningbutalsoontheirEnglishlanguagedevelopment,andknowledgeandproficiencyinotherlanguages.Practicalapproachesforassessinglanguagedevelopmentandcurricularlearningofprimaryschoolpupilscanbefoundin Excellence and Enjoyment: learning and teaching for bilingual children in the primary years (DfES2006).




APPmaterialsprovideastructuredapproachtoinschoolteacherassessmentforEnglishandmathematics.Theassessmentguidelinessupportteacherstoassesspupils’workinrelationtonationalstandards.AssessmentsmadeusingthesematerialsforKeyStages1,2and3canbeespeciallyusefulforpupilswhotravelfromschooltoschool,astheyhavethepotentialtoprovidemeaningful,evidencedandreliableinformationaboutapupil’sperformance,whichcanbetransferredfromoneschooltoanother.Aprofileoflearningisestablishedbyassessingthepupil’sworkagainstnationalassessmentcriteria.APPenablesteacherstolearnmoreaboutapupil’slearningstrengthsandweaknessesandcanbeusedtoidentifypupilswithgapsinlearning,whomaybenefitfrominterventions.

Points for reflection• Doestheschoolemployaccuratemethodstotracktheattainment,progress,attendanceand

exclusionsofGypsy,RomaandTravellerpupils?

• Isdataanalysedbyethnicity,includingGypsy,RomaandIrishTravellerandbygenderandothercharacteristics?

• Aretheschool’sexpectationshighenoughforpupilsfromallbackgrounds?

• IftherearegapsintheperformanceofGypsy,RomaandTravellerpupils,whatinterventionstrategiesistheschoolputtinginplacetotackleunderperformance?

Next steps• TakestepstoimprovetheaccurateascriptionofGypsy,RomaandIrishTravellerpupils.RefertoThe

Inclusion of Gypsy, Roma and Traveller Children and Young People(DCSF2008).

• IdentifywherepupilsfromGypsy,RomaandTravellerbackgroundsareunderachieving.

• UseRaiseonlineandAPPtosupporttheprocessofmonitoringandsupportingtheperformanceofGypsy,RomaandTravellerpupils.

• Targetappropriatesupport.

• Buildeffectivewholeschoolstructuresthatfocusonraisingtheattainmentofunderachievinggroupsaspartofawholeschoolimprovementstrategy.



Issuesofaccess,inductionandmobility

Enrolling Gypsy, Roma and Traveller pupilsParentsorcarersandchildrenfromGypsy,RomaandTravellerfamilieshavethesamerightsasanyotherfamilyinrelationtoaccesstoschoolplaces,eveniftheyareonlystayingtemporarilywithintheLAandmaynothaveapostaladdressorbelivinginhousingoronanauthorisedsite.SchoolsandLAshaveadutytoensurethatthereisnounfairnessordiscriminationwhenanapplicationforaschoolplaceismade.

Insomecases,classsizesforReceptionorKeyStage1canbeincreasedtoenableachildfromaGypsy,RomaorTravellerfamilytoattendalocalschoolneartowheretheyarestaying.Allchildren,includingthosefromGypsy,RomaandTravellerfamilies,canbeontheregisteratmorethanoneschool.Thisisknownas‘dualregistration’.The‘baseschool’istheschoolthatthechildmostrecentlyattendedduringthepreceding18months,whenthefamilywasnottravelling.Thelegislationcallsitthe‘schoolofordinaryattendance’.FurtheradviceregardingthelawconcerningadmissionandattendanceofchildrencanbefoundinAttendance advice: Gypsy, Roma and Traveller Children(DCSF2008).

AllschoolsenrollingchildrenfromGypsy,RomaandTravellerfamilies,whilethefamiliesaretravelling,shouldencouragetheparentstoprovidethedetailsofanypossiblebaseschool,sothatthetwoschoolscanworktogethertoprovideasmucheducationalcontinuityaspossible,andsothatchildren’sabsencesandattendancearerecordedaccuratelyatthebaseschool.

Inrecentyearstherehasbeenincreasingconcernaboutthechallengeofpupils’mobility(definedasthetotalmovementinandoutofschoolsbypupils,otherthanattheusualtimesofjoiningandleaving).Anincreasingnumberofschoolsexperiencehighlevelsofmobility:acontinuousflowofdifferentgroupsofmobilepupils,eachwiththeirdifferentneeds.Someschoolsfindthemselvesexperiencinghighlevelsofadditionaladmissionsforthefirsttime.Someschoolshaveastablepopulationandexperiencethearrivalandexitofasmallgroup,forexampleGypsy,RomaandTravellerpupils.Someschoolshaveastablepopulation,includinggroupsofGypsy,RomaandTravellerpupilswhotravelforpartsoftheyearandreturntotheschoolintheinterim.Inallofthesecases,mobilitymakesdemandsontheschoolatalllevels,includingschoolsystemsandthestablecommunityofpupilsandstaff.Italsomakeshugedemandsonthemobilepupilsthemselves.Itisimportantthatmobilityisnotperceivedasanexcuseforlowperformanceandfailure.

Schoolswhichmanagetoestablishgoodprocessesandpracticesmosteffectivelyarethosewhichperceivethemselvesasincludingmobilepupilsintheiridentity.Inotherwords,theyarenotschools‘withtheproblemofmobility’,butratheraschool,partofwhosepopulationismobile.Itfollowsforthemthattheyshouldbecomeexpertsinthefield:knowingwhatisentailedandshapingtheirprovisionanddeployingtheirresourcesaccordingly.Suchschoolswilltendtoprioritisetheindividualagainsttheperformanceoftheinstitution.

Managing Pupil Mobility: A Guidance Document(DfES2003)




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

parents, hosting targeted parents’ meetings to discuss their specific needs, how reading is taught

at school and how they can support at home. These meetings also targeted support for transition

from home to school, for Foundation-aged children, and included practical advice on school

admissions procedures.

Primary school deputy headteacher

Points for reflection• Whatistheproportionoflearnermobilityinyourschool?

• Whatarethechallengesforyourschoolintermsoftheimpactofmobilityonschoolsystems,thestablecommunityofpupilsandstaff?

• Whataretheadvantagesofamobilepopulationforyourschool?

• Whatarethebenefitsofastrategicapproachfortheschoolandpupils?



Welcome and inductionSchoolsmayhaveGypsy,RomaandTravellerpupilsarrivingfromanyofthefollowingcategories:

• newlyarrivedatschool;

• returningtothesameestablishmentfollowingagapintheireducation;

• transferringclassorschoolatthesametimeastheirpeers.

Newcomersshouldbemadetofeelwelcomeattheveryfirstpointofcontact,whetherbytelephoneorinpersonattheschool’sreceptionarea.ThisisespeciallyimportantforGypsy,RomaandTravellerpupilsandtheirparentsorcarers.Allmembersofstaff,bothteachingandnonteachingpersonnel,needtobeawareandsensitivetotheracismornegativereceptionGypsy,RomaandTravellerpupilsandtheirfamiliesmayhaveexperiencedinthepast,whenpeoplefromthesecommunitieshaveoftenbeenshunned.Thishasresultedintheirgrowingmistrustofauthorityand,asaresult,manygenerationshavenotreceivedtheeducationalopportunitiestheydeserve.Allculturalbackgroundsshouldberespectedandallnewarrivalswelcomedasaddingtotherichnessanddiversityofaschool’sethosandculture.NewlyarrivedGypsy,RomaandTravellerpupilsshouldberecognisedandvaluedforthepositivecontributionstheycanmaketotheschoolandtheclass.

Ensurethatthesocialandaestheticenvironmentoftheschoolisspecificallyandexplicitlywelcoming,reassuringandaffirmativeofrespectfulacceptanceofGypsy,RomaandTravellercommunities,theirculture,historyandlanguages.

The Inclusion of Gypsy, Roma and Traveller Children and Young People(DCSF2008)

When you first start, like I did in Year 2, everyone welcomes you.

I sat at the table and they showed me where everything was, and I like it because

sometimes when you don’t know how to do the work, someone will come

and help you.

Year 6 Traveller pupil

Discussingandthendescribingwhatconstitutesawarmandsupportivewelcomingschoolenvironmentforpupilsandparentscanbeausefulfocusforfullstafftraining.




Mid-term admissionsMidtermadmissionsapplytochildrenwhotransferbetweenschoolsattimesotherthanthebeginningoftheautumnterm.ParticularchallengesariseforGypsy,RomaandTravellerpupilswhentheyarrivebetweenthefixedtermstartdates.Schoolsareadvisedtodevelopasystematicapproachinordertominimisemisleadingmessagesorduplicationofroles.Theimportantfirstrelationshipscanthenbeestablished.Onceinplace,thesestructuresandprocessescanbeusedtoaidtherapidintegrationofavarietyofmidtermadmissions,notjustGypsy,RomaandTravellerpupils,intotheschool.Itisworthrememberingthatthosearrivingmidtermmayalsoincludechildrenwhoare:

• internationalmigrants,includingrefugees,asylumseekers,economicmigrants;

• internalmigrantsandthosemovinghomewiththeirfamily,suchasfamiliesintemporaryhousingorthoseintheArmedForces;

• institutionalmovers,whomoveschoolwithoutmovinghome(includingasaresultofpermanentexclusion);

• individualmoverswhomovewithouttheirfamily,suchaslookedafterchildren.

Managing Pupil Mobility: A Guidance Document (DfES2003)recommendsthatasystematicproactiveprocessisadoptedtowardsthosepupilswhoarrivebetweenexpectedstartdates.Thesuggestedfeaturesofsuchasystematicprocessarethat:

• allthoseinvolvedduringtheperiodofadmissionandinductionshouldhaveclearlydefinedrolesandresponsibilities;

• theproceduresthatarefollowedshouldalsobeclearlydefinedandreflectboththeschool’sandtheLAsadmissionspolicies;

• theprocessshouldbeclearandtransparentandunderstoodbyallstaff,parentsorcarersandpupils;

• akeyaimoftheprocessistoenableadditionaladmissionstojointheschoolasquicklyaspossible,therebyensuringthatinterruptiontolearningisminimised;

• gatheringandthencommunicatinggoodinformationaboutpupils’priorattainment,previousachievements,learningneedsandsocialandculturalbackgroundsisintegral;

• thereisafullrangeofstrategiesthatenablethepupiltosettleeffectively,includingaccesstoabuddyormentorsystem,opportunitiesforfeedbackorcounselling;

• theprocessenablesmonitoringandtrackingduringthefirstfewweeksofentry;

• whereappropriate,otheragencies,suchastheLAsTESS,areinvolved;

• theprocessissensitivetotheneedsofthepupilandtheirfamily;

• theparentsorcarersofthepupilareinvolved;

• adedicatedmemberofstaffoverseestheinductionprocess.



It’s really important that, when a child has been travelling, the parent

knows that when they come back there is a place available in school. We respect

what they’ve been doing while away and really value their experiences

out of school.

Year 4 teacher

The role of the inductionmentorAkeyroleisthatofadedicatedmemberofstaffwhocanoverseetheinductionprocess.Theroleofinductionmentorgivestheprocessconsistencyandenablesappropriateskillstobedevelopedandcentredupononememberofstaffwhoseroleisknownandsharedwiththerestofthestaff.Theroleincludeswelcomingnewpupils,helpingthemtointegratequicklyandensuringthattheirrelevantneedsaremet.Italsoprovidesasinglelineofcontactwithbothparents/carersandanyotheragencieswhomightbeworkingwiththepupilandtheirfamily.

Managing Pupil Mobility: A handbook for induction mentors(DfES2003),providesguidanceanddetailedroledescriptorsforinductionmentors.Someactivitiesundertakenbytheinductionmentorcaninclude:

• meetingthenewpupilandtheirfamilybeforeentry;

• developing‘userfriendly’informationguides(includingpictorialguides)totheschoolanditsenvirons;

• communicatingschoolethos,valuesandvision;

• atsecondaryschool,liaisingwithheadsofyearandsubjectleaderstoenableaccessandassessmentforintegrationintoappropriategroupsorsets;

• ensuringappropriateinterventionandsupport,including‘catchup’programmes,areinplace;

• briefingallteachingandnonteachingstaff;

• overseeingthemonitoringofthenewarrival’sfirstweeks;

• arrangingfeedbacktothepupil,otherstaffmembersasappropriateandtoparentsorcarers;

• appointingclass‘buddies’whoaregoodrolemodelsandgivingthemtraining,motivationandrecognitionfortheirwork;

• peermentoringingroupsofthreeorfour,usuallyatthesecondaryphase;

• introductionandexplanationofschoolroutinesandexpectations,includingthoseforbreaks,lunchtimes,sanctionsandrewards;

• ensuringthepupilissetupwiththesamematerialsasotherpupils(e.g.timetable,pens,locker,books,planners,homeworkdiaries,PEkit);

• verbalexplanationoflettersorwrittenschoolinformationthatneedstobesharedwithparents.




Case study 4: Induction into secondary schoolAsecondarycollegeinthenorthofEnglandaimstomakethetransitionintotheschoolasmoothoneforGypsy,RomaandTravellerpupils.TheyrecognisethatmanyGypsy,RomaandTravellerfamilieshaveasomewhatnegativeviewofeducationandthateffectivetransitioncanhelppupilsfeelmorepositivetowardsschoolandlearning.Thisinturnwillraisetheirmotivationandachievement.Includedintheirstrategyisanintegrationprogrammeconsistingof:

• aguidedtouroftheschool,meetingswithappropriatemembersofstaffandotherpupils,andhomevisits;

• explanationoftimetables,maps,planners,luncharrangements;

• aleaflet(designedtobeaccessibletothosewithlimitedliteracyskills),includingschooltimes,rules,uniform,mapsandphotographsofappropriatemembersofstaff;

• anamedmemberofstafftowelcomethepupilintoschoolandattendlessonsonthefirstday;

• aphasedstart,ensuringthepupilisattendingfulltimewithintwotothreeweeks;

• electedbuddieswhowillbeavailableineverylessonortutorgroupsessiontohelpthepupilfindtheirwayaroundtheschoolandwithschoolroutines;

• earlyfacetofacediscussionswiththetutororyearhead,toensureeachpupilissettlinginwell.

Supportisprovidedforthenewlyarrivedpupilby:

• identifyingastaffmembertowhomthepupilishappytotalkaboutproblemsorconcerns;

• ensuringpupilsareawareofaplacetheycangoiftheyfeelworriedorunsafe.

Thenamedpersondevelopsarelationshipwiththepupilandtheirfamily,toensuretheyunderstandtheirroleandthatthenamedpersonisawareoftheirviews.ParentswhomaynothavehadaccesstoschoolingorhaveproblemswithreadingandwritingEnglisharesupportedwithadmissionandotherformsandreceivenotificationlettersandreportsinappropriateformat(byphoneorahomevisit)ifnecessary.

ThisisbackedupbystaffCPD,focusingontheissuesaffectingthesepupilsandtheirfamiliesandensuringthattheschoolenvironmentisspecificallywelcoming,reassuringandrespectfulofGypsy,RomaandTravellercommunitiesandtheirhistory.PositivemodelsandimagesofGypsy,RomaandTravellerchildrenarepromotedthroughthepublicationofnotableachievementsofindividualsandgroups.

ItisimportantthatmobilityanduncertaintyoflifestyledonotdenyGypsy,RomaandTravellerchildrentheirentitlementtoafulleducation.Eachschooltheyattendshouldofferthemthesameopportunitiesasitdoesotherchildrenand,iforwhenGypsy,RomaandTravellerpupils’educationisdisrupted,itshoulddoallitcantomaintaincontinuity.Aschoolthathasawholeschoolapproachtothemanagementofpupilmobilitywillbeinabetterpositiontolessentheimpactofmobilityfortheseparticulargroupsofpupils.ThearrivalofGypsy,RomaandTravellerpupilswillbeviewedinapositivelight;theywillbeseenasincreasingthediversityoftheschoolcommunity.ForthenewlyarrivedGypsy,RomaandTravellerpupils,thismaybeoneofmanymovesandthereforetheimpactontheirprogressandattainmentissignificant.Effectiveadmissionandinductionproceduresneedtobeinplacesothattheyarewelcomedandsupportedtointegratequicklyandtobegintoachieve.Gypsy,RomaandTravellerpupilsarrivingotherthanattheusualtime,particularlythosewhoarehighlymobile,willbringwiththemarichnessofexperiences,skillsandknowledge,whichshouldbeacknowledgedbyschools.Inaddition,however,theymaybringwiththemrealconcerns,basedonpreviousexperiences,whichschoolsneedtobeawareof.



Thesemayinclude:

• concernsabouthowtheywillbereceived;

• worriesaboutracialbullying;

• concernsaboutthelargegapsintheirlearning,includingobviousliteracydifficulties.

Pupilsaremorelikelytomakeasmoothandsuccessfultransitiontotheirnewschooliftheiranxietiesareaddressedpositivelyintheearlydaysofjoiningtheschool.

Managing Pupil Mobility: A handbook for induction mentors,(DfES2003)

Managing Pupil Mobility: A handbook for induction mentorsalsosuggeststhateffectivearrangementsforinductionwill:

• seektoalleviatetheinitialanxietiesofpupilsandseektoprovidepupilswithapositivenewbeginning;

• ensureadequatesupporttoovercomeanyremaininganxietieswhichmightotherwisecreatefrustrationandleadtoconflictandaggression;

• enablepupilstocopewithdistractingexperiences;

• quicklyestablishlinkswithparents/carersandprovidethemandtheirchildrenwithgoodinformation;

• besystematic,witheasilyunderstoodprocedures;

• resolveissuesofimmediateconcern–suchasmedicalconditions,transport,freeschoolmealsandhomework;

• clearlyidentifythoseresponsibleforimplementingprocedures;

• gatherandcommunicateinformationtoteachersandallmembersofstaffwhoneedtoknow,forexamplelearningmentors,attendanceofficer,schoolnurse,Connexionsadviser.

Gypsy,RomaandTravellerpupilsneedtofeelacceptedandunderstoodiftheyaretoengageinsuccessfullearning.Itisimportantthattheschoolreflectsaknowledgeandunderstandingoftheirculturalbackgrounds,ensuringthatdifferencesincultureandlifestylearenotseeninderogatoryterms.Gypsy,RomaandTravellerpupilsshouldnotautomaticallyberegardedashavingspecialeducationalneeds(SEN)inthefirstinstance.ManyGypsy,RomaandTravellerpupilsareunderachievingasaresultofpooraccesstoearlyeducationandlackofopportunitiestolearn,ratherthananylearningdifficulties.SchoolseniorleadersshouldtakecaretoacknowledgeanddistinguishbetweenlearninggapscausedbyinterruptededucationandlearningdifficultiesthatmaybeindicativeofSEN.

The New Arrivals Excellence Programme Guidance(DCSF2007)givescomprehensiveadviceonwelcomingnewarrivals.Havingeffective

admissionsandinductionarrangementsinplace,andensuringthatstaffhavereceivedtraining,willenableallstaffintheschooltoprovideawarmwelcomeforallnewarrivals.




Case study 5: Welcoming newly arrived Roma childrenAtonelargeurbanprimaryschool,theinductionofnewlyarrivedpupilsisstrategicallyandcarefullymanaged.ThisprimaryschoolhadalreadyestablishedgoodpracticeinworkingwithEALlearners,havingservedacommunityofBritishAsianfamiliesforseveralyears,sostaffhadexperienceuponwhichtodrawwhennewlyarrivedRomachildrenwereenrolledattheschool.

Someofthechildrenhadneverbeentoschoolbefore,nonespokeEnglishand,formost,Romaniwastheirfirstlanguage.OverthepasttwoyearstheschoolhasfosteredagoodworkingrelationshipwithparentsandtheRomacommunity.ARomamotherwasemployedasmiddaysupervisorandisnowworkingasateachingassistantattheschool.ShealsoliaiseswithRomaparentswhocannotspeakEnglish.Thisencouragesotherparentstoascribetheirethnicityandtofeelconfidentthattheycancommunicatewithstaff.

Morerecently,theschoolhasdevelopedanoutdoorclassroom,whichpupilswithEnglishasanadditionallanguageusewiththeschool’sEALteacher.Forthemajorpartoftheweekthepupilsarefullyintegratedwiththeirownclassesbut,onceaweek,theyhaveaplannedlessoninthe

outdoorclassroominordertoenrichtheirlanguageopportunities.TheRomapupilsbenefitgreatlyfromthesesessions,whichinvolveallagesandallowpupilstolearnalongsideotherfamilymembers,gainingconfidenceinlearningEnglishinastimulatingandnonthreateningenvironment.



Managing continuity of learning for pupils who travel SomeschoolshaveonrollGypsy,RomaandTravellerpupilswhoaremobileforlargepartsoftheyear.Wherefamilieshavepredictablepatternsofmovement,andattendanceatthebaseschoolorenrolmentinanotherschoolisnotpossible,highqualityschoolbaseddistancelearningshouldbeconsidered,aspartofthepersonalisedlearningonoffer.Continuityoflearningforthesepupilsshouldbeplannedbyaseniorleaderoftheschoolandnotbelefttothediscretionofclassteachers.Inschoolswheresomepupilstravelforknownperiodsoftheyear,wholeschoolpolicyandpracticeshouldreflecttheirdistancelearningneedsandseniorleadersshouldbeproactiveinmeetingwithpupilsandparentstoplanwellinadvancefortravellingperiods.

NewopportunitiesinusingICTcanenablepupilstokeepinemailcontactwithpeersandteachersandcanensureswiftexchangesofworkbetweenpupilandteacher.TheDfESpublicationSchool Supported Distance Learning(DfES2006)givesexamplesofelectroniclearningthathasbeenstrategicallymanagedjointlybyLAsandschools’SLTsandhasbeenextremelysuccessfulinengagingpupilsandraisingachievement.SeealsoBooklet3:Learningandteachingforfurtherinformationandcasestudymaterialregardingtheprovisionofdistancelearning.

Case study 6: Managing effective distance learningAtthissecondaryschoolinthenorthofEnglandthereareeightpupilswhoregularlytravelwiththefairgroundforseveralmonthsoftheyear.TheschoolhasworkedwiththeLA’sTESStoprovideworkpacksforpupilstousewhileawayfromschool.ThishasbeenmanagedstrategicallybyamemberoftheSLT,collectingandcollatingworksetbysubjectteachers.Pupilshavetakenlargeamountsofmaterialwiththemforthetravellingperiodbuthavesometimesreturnedwithworkunfinished.Manyofthemhavefoundthat,withonlytheirfamiliestohelpthem,motivationandteachingsupporthavebeendifficulttoachieve.Ontheirreturntoschool,partwaythroughtheautumnterm,theyhavefacedthechallengeoftryingtocatchupwiththeirpeersinanewclass,withanewcurriculum.

WiththesupportoftheLA’sTESS,travellingpupilsfromtheschoolarenowprovidedwithalaptopandamobileinternetconnection,somefundedbysupportfromtheELampprojectandsomeseparatelybytheschool.Pupilsandparentsweretrainedintheuseofthelaptops,theinternet,onlinelearningspace,emailandassociatedsoftware,beforeleavingtheschoolfortheirtravellingperiod.Staff,too,weresupportedinusingtheschool’selectroniclearningenvironmentwhenpreparingmaterials.

Pupilshavebeenabletokeepintouchwiththeirfriendsandtutorsatschoolbyemail.Workhasbeensetandreturnedformarkingandcommentonaregularbasis.Theschoolhasallocatedamemberofstafftomentorthepupilsonaweeklybasis,whichhasensuredthatworkissetandreturnedontime,queriesarepromptlyaddressedandenthusiasmforlearninghasincreased.

Theresultshavebeenverypositive.Parentsreportthattheirchildrenaremoremotivatedtodotheirschoolworkwhileawayfromschoolandthatthey,too,feelmoreintouchwiththeschool.PupilshavebeenabletousetheinternetandCDROMsforresearch.Stafffeelconfidentthatassignmentsarecompletedandthatpupilsareabletofollowthesamecurriculumastheirpeers.Theyhavereportedgreatergainsinlearningthanpreviouslyforthesepupils.Agreatadvantagehasbeenthatpupilshavebeenabletocommunicatewiththeirnewformandsubjecttutorsbeforereturningtoschoolpartwaythroughtheautumntermandthishasmadetheirreturnmoreenjoyableandlessdaunting.




Points for reflection• Doyouhaveasystematicapproachtotheinductionofallnewlyarrivedpupils?

• DoGypsy,RomaandTravellerpupilsfindtheinductionprocedureshelpful?Dotheyfeelsafe,respected,included?Howdoyouknow?

• Doesyourschoolhaveanominatedandtrainedinductionmentor?

• Howdoesyourschoolmanagetheexitprocess?Arethereparticularchallengeswiththis?Howcanthesebeovercome?HowisGypsy,RomaandTravellermobilitystrategicallymanagedinyourschool?

• DoyouknowhowtocontactLAandotheragenciesthatmaybeabletoprovideinformationandsupportforGypsy,RomaandTravellerpupilsandfamilies?

• HowdoesyourschoolmaximisetheopportunitiesforhighlymobileGypsy,RomaandTravellerpupils?

• Howdoestheschoolsupportthesocial,emotionalandacademicneedsofmobilepupils?

• Howiscontinuityofeducationforthosewhotravelstrategicallymanagedinyourschool?

Next steps• Ensurethatallteachingandnonteachingstaffandgovernorsarefamiliarwiththemessagesin

documentsrelatingtothemanagementofmobilityandgoodpracticeinmanagingnewlyarrivedpupils:

− Managing Pupil Mobility: A Guidance Document(DfES2003)

− New Arrivals Excellence Programme Guidance(DCSF2007).

• Refertotherelevantselfevaluationtoolsinthesedocumentsthat,togetherwiththissection,willsupportdevelopmentsinthisarea.

• Considerthegenericissuesandtheneedsofspecificmobilegroups,forexampleGypsy,RomaandTravellerpupils.

• Reviewanddevelopyourinductionpolicyandexitstrategiesinthelightoftheseconsiderations.

• Ensurethattheschool’sprofessionaldevelopmentcycleincludesopportunitiesfortraininginthisarea,includingeffectiveinduction,personalandcurricularsupport.

TransitionsTheWhitePaper,HigherStandardsforAll(2005),highlightsthatthetransitionfromonephasetoanother,andfromoneschooltoanother,canbeparticularlychallenging.ForGypsy,RomaandTravellerpupilsthesetransferscanbeespeciallydifficult.Theirparentsmaynothavehadgoodexperiencesofmovingschoolsthemselvesandmaybefearfulofchangesintheirchildren’slives.Relationshipswithteachersandschoolshavetobedevelopedafresh,andparentsandpupilscanfindsecondaryschoolslessaccessibleandmaybeeventhreatening.ThereisevidencethatGypsy,RomaandTravellersofIrishheritagemakelessprogressastheymovethroughsecondaryschoolandmanyofthemleaveschoolbeforetheendofKeyStage4.Thusthecontinuationofprogressatalltransitionsandtransferspoints,fromEarlyYearsFoundationStageonwards,willbecrucialinreversingthistrend.



SchoolstaffneedtolookcarefullyattheschoolexperiencetheyareprovidingfortheirGypsy,RomaandTravellerpupilsinordertomaximiseengagementandachievement.Positive,clearmessagesregardingtheexpectationofsuccessfulprogressionthroughtransferandtransitionperiodsarecrucialforGypsy,RomaandTravellerpupils.

Clearmessagesforseniorleaders,relatedtosuccessfultransferstoadifferentschoolandtransitionswithinfromoneschoolyeartoanotherarecontainedinStrengthening transfers and transitions: Partnerships for progress(DCSF2008).Actionresearchprojectsclearlyidentifysevenkeyprinciplesthatunderpineffectivetransfersandtransitionsforprogress.

Partnership working

Partnership working is essential for effective transfers and transitions for progress

Assessment for Learning (AfL) principles underpin progress across transfers

and transitions

Pupils need the confidence,

understanding and skills to advance their own progress across transfer or transition

Sustained collaboration requires systems and structures that support formal and ongoing

links between partners

Partnership working requires mutual understanding

through shared experiences and a common language

Effective partnerships are built on a common vision, shared

responsibility and trust

Transfers and transitions are key

drivers to raising standards




Case study 7: Supporting transfer to secondary schoolAtoneruralcommunitycollege,forthepastyeartheheadofinclusionhasworkedwithGypsyandfairgroundTravellerpupilsfromdifferentclasses,bringingthemtogethertomeetforasessioneachweek.Eachpupilhasbroughtalongafriendtoshareinthesession,whichhasmainlyhadaTravellerspecificfocus.Thegrouphasmadevariousvisits,mostnotablytoaGypsyTravellermuseum.

Morerecently,thismixedagegrouphasfocusedonexploringtheissueoftransferfromprimarytosecondaryschool,examiningtheirownfeelingsabouttheissuesoftransferfromoneschooltoanother.Theheadofinclusionhasengagedthesupportofaruralmediacompany,whoworkedwiththepupils,usingdramaandfilm.Thepupilsengagedinaseriesofeightweeklylessonswithaplaywright,developingtheirideasintoascriptthattheylaterperformedandfilmed.Thegroupwerekeentoengageinthisactivity,talkingthroughtheirownfeelings,expressingtheirconcernsaboutleavingtheirpreviousschoolsanddiscussingrumoursthattheyhadheardaboutwhatlifewouldbelikeat‘bigschool’.Thepupilslookedforwardtotheweeklysessions,inwhichtheyengagedwithenthusiasm.Pupilsbenefitedfromtheemphasisonoralrehearsalbeforewritingandtookturnsatwritingsectionsofthescript.

Thegroupvisitedlocalprimaryschools,includingonewheretherewereTravellerpupilswhohadreservationsabouttheirmovetoalargesecondaryschool.ThegroupperformedtheirplaytopupilsinYears5and6andthiswasusedasastimulusforfurtherwork.

TheprojecthasculminatedintheproductionofaDVDandresourcebooklet,Rumours,aimedatYear6primaryschoolpupilsandtheirteachers.Themainpurposeoftheseresourcesistostimulatediscussionabouthopesandfearsforthetransfertosecondaryschoolandcanbeusedandviewedbyallchildren.

Points for reflection• Doyouhaveaclear,strategicvisionforstrengtheningtransfersandtransitionsforGypsy,Romaand

Travellerpupils?

• DoyouhaveatransfersandtransitionspolicythatcontributestoraisingstandardsandclosingattainmentgapsforGypsy,RomaandTravellerpupils?

• Haveyouusedpupilandparentvoicetomonitorandevaluatepractice?

Next steps• PromoteandenhanceparentpartnershipswithfamiliesofGypsy,RomaandTravellerpupilswho

maybevulnerableduringtransferperiods.

• Planschemesofworkthatpromotecontinuityofcurriculumandofteachingandlearningstyles.



DevelopinganinclusiveethosAnincreasingnumberofschoolshavedevelopedeffectiveinclusivepracticethatensuresaccesstoafulleducationforchildrenfromGypsy,RomaandTravellerfamilies.Insuchschoolstheinclusionpolicyhasaneducationalaswellasamoralpurpose,astheyseektoraiseachievement,forexampleforpupilsvulnerabletosocialexclusionorforpupilswithhighratesofmobility.

Aneducationallyinclusiveschoolisoneinwhichtheteachingandlearning,achievements,attitudesandwellbeingofeveryyoungpersonmatter.Effectiveschoolsareeducationallyinclusiveschools.Thisshowsnotjustintheirperformance,butalsointheirethosandtheirwillingnesstooffernewopportunitiestopupilswhomayhavepreviouslyexperienceddifficulties.Thisdoesnotmeantreatingallpupilsinthesameway.Ratheritinvolvestakingaccountallpupils’variedlifeexperiencesandneeds.

Evaluating Education Inclusion: Guidance for Inspectors and schools(Ofsted2000)

Schoolswhereinclusionisstrategicallymanagedfocusonwholeschooldevelopmentsratherthanmeetingtheneedsofindividualpupils,inisolation.Theyarecommittedto:

• rigorousselfevaluationofinclusivepractice;

• usingdataeffectivelytoanalyse,improveandcelebratepupils’progressandinformfutureteachingandlearning;

• planningeffectiveprovision.

Effectiveplanningforinclusion,atwholeschoolandclasslevel,addressesthethreeprinciplesofinclusionbydrawingonarangeofaccessstrategies,variedteachingstylesandappropriatelearningobjectives.AtawholeschoolleveltheSLTmust:

• ensurethatteachingstaffhavetheskillstoplanforpupilsworkingtowardsdifferentlearningobjectives–teachersmayneedtotrackbacktoearlierobjectivesforGypsy,RomaandTravellerpupilswithgapsintheirlearning;

• ensurethatteachingstaffareabletovarytheirteachingstylestotakeaccountofthewaysinwhichdifferentchildrenlearn;

• giveconsiderationtopotentialbarrierstolearning,forexampleensuringthatracismisaddressedsothatpupilsfeelsafe,secureandvalued.

TheNationalCurriculum2000givesstatutoryguidanceoninclusion,underpinnedbythreeprinciplesforplanningandteaching:

• settingsuitablelearningchallenges;

• respondingtopupils’diverseneeds;

• overcomingpotentialbarrierstolearning.

TheNationalStrategiesmodelofthreecirclesofinclusion,shownonthefollowingpage,showsthesethreeprinciplesinpracticeandisusedtoensurethatthisguidancematerialwillsupportthediverselearningneedsofGypsy,RomaandTravellerchildreninlinewithotherpupils.




The circles of inclusion

Settingsuitable Respondingtolearningchallenges

Overcomingpotentialbarriers

tolearning

pupils’diverseneeds

Access

Learningobjectives

Teachingstyles

Inclu ino

Points for reflection• Wholeadsandcoordinatesinclusioninyourschool?AretheyawareofthespecificneedsofGypsy,

RomaandTravellerpupils?

• AretheprinciplesofinclusionusedasamodeltoreviewyourinclusivepracticeforGypsy,RomaandTravellerpupils?

• HowdoyouseektoovercomethepotentialbarrierstoachievementforGypsy,RomaandTravellerpupilsinyourschool?

• Whatareyourschool’sprioritiesforprofessionaldevelopmentintermsofinclusivepracticeforGypsy,RomaandTravellerpupils?

• DoyouthinkthattheGypsy,RomaandTravellerparentsorcarersandpupilsconsiderthatyourschoolmeetstheirneeds?Howdoyouknow?

• Haveyoucarriedoutacurriculumauditaspartoftheschool’sraceequalitypolicyand,asaresult,introducedschemesofworkthatreflectGypsy,RomaandTravellercultures?



Case study 8: Managing learning outcomes for children whomay bevulnerable to underachievement in educationAtthislargeprimaryschoolontheoutskirtsofLondon,nearlyallthepupilsarefromminorityethnicgroups,overhalfarefromhomeswhereEnglishisnotthefirstlanguageandhalfareeligibleforfreeschoolmeals.TheschoolhasdevelopedaVulnerableChildrenPolicy,whichincludesthedevelopmentofindividualpersonalisedlearningprogrammesforallchildrenwhoareidentifiedasbeingatriskofunderachievement.Theseincludelookedafterchildren,childrenonthechildprotectionregister,childrenwithastatementofSEN,childrenatriskofexclusionandtheeightGypsy,RomaorTravellerchildrenwholiveatthenearbycountycouncilsite.Theseplansareinformedbypupils’,parents’andteachers’views,buildonexistingpupils’strengthsandidentifystrategiesandsuccesscriteriaforraisingeachpupil’soverallachievement.Theyarecloselymonitoredandreviewedtermlybyanassistantheadteacherwithparticularresponsibilityforraisingtheachievementofpupilsfromthesegroups.AtthebeginningoftheGypsy,RomaandTravellerAchievementProgramme,literacytargetswereincludedinallGypsy,RomaorTravellerpupils’personalisedprogrammes,usingeachpupil’sstrengthsasavehicletoachievethis,withclearsuccesscriteriaidentified.

Nancyistheyoungeroftwochildren.SheisfiveyearsoldandiscurrentlyinReception.Herattendancethisyearhasbeen92.7percent.HerethnicityisascribedasGypsy/Roma.NancyislivingontheLATravellersite,whichhasrecentlybeenmovedbecauseofredevelopment.Nancy’smotheralwaysattendsparents’eveningsandisverysupportiveoftheschool.

Aspartoftheschool’sGypsy,RomaandTravellerProgrammeactions,allclassteachersofGypsy,RomaandTravellerpupilsweregivenasmallbudgettosupporttheimplementationofpersonalisedlearningprogrammesforliteracy.RoleplayresourcesandstorysackswereselectedforNancy.DuringGypsy,RomaandTravellerHistoryMonth(GRTHM),thechildrenfromthesiteinvitedtheirclass,oragroupoftheirschoolfriendsandtheirteacher,totheircaravansite.ThisfittedintoNancy’spersonalisedlearningprogrammeasshewantedtoinviteherfriendstoateaparty.

NancyhasprogressedthroughfiveEarlyYearsFoundationStageProfilescalepoints.(InSeptember2007herreadingwas1SP;inJuly2008itwas6SP.)Shehaslearnedalllettersoundsandcannowsegmentandblend.SincethesitevisitduringGRTHMherfriendshavevisitedthesiteindependently.Shehasgainedinconfidenceandindependenceandisabletoattemptactivitiesshewouldnothavebefore,forexamplereadingmorechallengingbooks.




Animportantpartofplanninganindividualisedprogrammehasbeeninvolvingparents,particularlyknowinghowthechildrenlearnathomeandusingthisinaschoolsetting.Valuingthehome–lifeofthepupilsandsharingitwithpeers,forexamplebyorganisingtripstothesiteduringGRTHM,hasboostedNancy’sconfidence.Ithasbeenimportanttootolistentothepupilsthemselves.Allpersonalisedlearningprogrammeswillbereviewedandnewtargetssetforthecomingyear.

OtherdevelopmentsduringtheimplementationoftheprogrammehaveincludedembeddingGypsy,RomaandTravellerculture,alongsideotherdiversecultures,withinthecurriculum.AGypsystorytellerraisedawarenessofGypsy,RomaandTravellerculturesandissuesduringaculturalcelebrationweekearlierintheyear.SeveralGypsy,RomaandTravellerpupils,previouslynothappytoacknowledgetheirownbackgroundandculture,havebeguntotalkmoreopenlyabouttheirbackgroundandthereisaraisedawarenessofGypsy,RomaandTravellerculturesandissuesamongstaffandpupils.

Teachers here give you a lot of chances. If you get in

trouble they re fair. They give you another chance.

Year 8 girl

The teachers treat you like adults, not

children…

Year 9 boy

The teachers show us respect for who we are.

Year 7 boy

Pupil identity and voiceInschoolswherethereisanethosofrespectforandunderstandingoftheculturesofallpupils,Gypsy,RomaandTravellerpupilscanfeelsecureinacknowledgingandcelebratingtheiridentityasGypsyorRomaorasIrishTravellersanddonothavetohidetheirorigins.

Whileitisimportanttounderstandapupil’sreligion,cultureandethnicityinordertoappreciatemorefullywhotheyare,itissimplistictodefinethemmerelybyoneofthesealone.

Diversity and Citizenship Curriculum Review (DfES2007)

Anacknowledgementandexploration,throughdiscussion,ofthemultipleinfluencesandidentitiesheldbypupilsmayhelptobreakthecycleofculturalstereotypingthatcanhavesuchanegativeimpactonrelationships,expectationsand,ultimately,attainment.Wherepupilsexperienceasenseofsharedbelongingandareabletoenjoylearninginanopen,trustedandsecureenvironmenttheirachievementwillbehigher.

Wherethepresenceoftravellingchildrenisopenlyacknowledgedandwherepositiveandaccurateimagesofthedifferentcommunitiesarefeaturedwithinboththeresourcesoftheschoolandthecurriculum,thenthepupilresponseislivelyandthereisagenuineopennesstolearning.

The education of Travelling children(Ofsted1996)



I enjoy coming to this school because they do work about

Travellers. Instead of ignoring us, they kind of appreciate us, not like

other schools. Year 6 pupil

I like playing games with the teaching assistant at playtime but I think it would be good if we had a

space to play football.

Year 2 boy

I go to homework club on Thursdays ’cos Miss Smith helps

us do our work and all my friends go too.

Year 7 boy

I like doing stuff about our culture. My grandad

had a wagon.

Year 5 pupil

Oneofthemosteffectivewaysinwhichaschoolcanlearnabouttheimpactofitspoliciesandpracticeisbyseekingtheviewsofparentsandpupils.Allpupils,includingGypsy,RomaandTravellerpupils,needtobevaluedandrespected,tohavetheirviewsheardandtobeabletomakeapositivecontributiontotheireducationandtheschool.Likeothermembersoftheschoolcommunity,Gypsy,RomaandTravellerpupilsneedtohaveavoiceandtobegiventheopportunitytocontributetheirviewsabouttheirculture,theiridentityandtheireducation.




Oncepupils’voiceshavebeensoughtandlistenedto,itisessentialthattheirresponsesbegintoinformschoolactionsandpolicy,andthattheirviewscontinuetobesoughtandacteduponwherepossible.Itisimportant,too,thattheyareaskedtogivefeedbackonwhattheyfeelhasbeentheimpactofanyactionsandthattheyknowthattherewillbefurtheropportunitiesforthemtoinfluencetheschool’spolicyandpractice.Throughsuchpractice,parentsandchildrencanfeelasenseofownershipintheschoolandaprideinthesupportitprovidesforpupils.

I think probably the biggest accolade is that the parents and the

children are very proud of this school because it is their school, not ours.

They make a difference and that’s what’s important.

Headteacher

First of all, listen… let the children talk about being Travellers.

Our children who have been to other schools will tell us that very often the school doesn’t

mention the fact that they are a Traveller pupil. In our school we actively seek to engage

children and their families in conversations about being a Traveller.

Headteacher



Case study 9: Creating a Traveller pupil school forumAtoneprimaryschool,theheadteacherandstaffwerekeentocreateopportunitiesforGypsyorRomaTravellerpupilstohaveavoicewithintheschooland,withsupportfromtheLA’sTESS,theschoolhascreatedaTravellerpupilschoolforum.ThishasprovidedTravellerpupilswithaplatformonwhichtoraiseanddebateissuesthatareimportanttothemandthataffectwholeschoolpolicy.

TheproposaltocreatetheforumwasputtoYear2Travellerpupils,whowereallverykeentobeinvolved.Atthefirstmeeting,chairedbytheheadteacher,17pupilsfromGypsyandIrishTravellerfamilieswereinvitedtoraiseanymattersofconcernthattheywouldliketodiscusswiththeseniormanagementteam.Issuesrelatingtoplaygroundgames,curriculumanduseofcomputerswerealldiscussedandactionswereagreed.Meetingsoftheforumhavebeenheldeachhalftermandhaveprovidedanopportunityforthepupilstovoicetheiropinionsinanorganisedandsafespace.ThemeetingshavehadtheaddedbenefitofbeginningtobuildbetterrelationshipsbetweenthetwoTravellergroups,throughstructuredopportunitiesforimprovedsocialinteractionandnegotiationtoachievedesiredoutcomes.

Aspupilsfromthesegroupswerenotvolunteeringorbeingvotedontothegeneralschoolcouncilasclassrepresentatives,itwasdecidedthatthegroupshouldsendadelegatetoeachgeneralschoolcouncilmeeting.Alistwasdrawnup,withmanypupilsvolunteering.TheforumhasraisedtheprofileandselfesteemofthegroupsanddevelopedTravellerpupilvoicewithintheschool.ThepupilsclearlyenjoyparticipatingintheTravellerforumandschoolcouncilmeetingsandaregainingconfidence,whichwillenablethemtovolunteerandbeelectedtotheschoolcouncilinthefuture.

Points for reflection• HowproactiveistheschoolindevelopingeducativepartnershipswithGypsy,RomaandTraveller

communitiesandparents?

• Howdoestheschoolplanopportunitiestoengagepupilsandparentsindialogueabouttheschool’spractice?

Next steps• Ensurethatorganisationalstructuresareinplacetomonitorandevaluateinclusivepracticeandto

prioritisekeyareasfordevelopment.

• Ensurethatprofessionaldevelopmentincludesopportunitiesforstafftoincreasetheirunderstandingofthediverseneedsofthegroupsofpupilswithintheschool,includingGypsy,RomaandTravellerpupils.

• LearnabouttheculturalbackgroundsoftheTravellergroupsinschool,engagingwithparentsandcommunitymemberstoensurethataccuratepicturesoftheircommunitiesarereflectedintheschoolcurriculum.

• DevelopworkingrelationshipswithstatutoryandvoluntaryagenciesthatsupportGypsy,RomaorTravellergroups.

• EnsurethatthereareplannedopportunitiesforobtainingGypsy,RomaandTravellerpupils’andparents’viewsontheschool’spolicyandpractice.




Ensuringgoodattendanceandreducingexclusions

AttendanceAnunderstandingofthecultureandtraditionsofchildrenandyoungpeoplefromGypsy,RomaandTravellercommunitiesisimportantasthisreducestheriskofunderachievement,poorattendanceandpossibleexclusion.Thegreatestsuccessinraisingattendanceandreducingexclusionsisfoundwhenparentsorcarers,schoolsandLAsunderstandeachother’srolesandplanandworktogetherforthebenefitofthechild.

ThelowattendanceofGypsy,RomaandTravellerpupilswasidentifiedasasignificantissuebyOfstedin2003.

TheaverageattendancerateforTravellerpupilsisaround75percent.Thisfigureiswellbelowthenationalaverageandistheworstattendanceprofileofanyminorityethnicgroup.

Provision and support for Traveller pupils,(Ofsted2003)

PoorattendanceofGypsy,RomaandTravellerpupils,atbothprimaryandsecondaryphase,continuestobeapotentialbarriertoraisingachievementofthesegroups.LowattendanceratesarenotconfinedtothemoremobilegroupsofTravellersbutarealsowidespreadamong‘settled’familiesonsitesandinhousingprovision.LocalevidencewouldsuggestthattheattendanceofnewlyarrivedRomaisofparticularconcern.

Strategiestopromotegoodattendancearecentraltoraisingtheachievementofthesegroupsanditisessentialthatschoolshaveaconsistentapproachaswellasrespectingthefamilies’righttoanomadiclifestyle.SchoolsneedtohavehighexpectationsaboutattendancewhicharecommunicatedtoGypsy,RomaandTravellerpupilsandparents/carersandtheschoolresponsemustbethesameasforotherpupils.

Provision and support for Traveller pupils(Ofsted2003)

Good practiceStrategiesthatareknowntoencourageregularattendanceinclude:

• firstdayfollowupofnonattenders,whichconveysthemessagethatthepupil’spresenceisvalued;

• ahighlevelofpositivecontactbetweenschoolsandparents;

• specialisttrainingandadviceforschoolstaffonthevariedcircumstancesfacedbypupils,encouragingsensitiveresponses;

• auditofcurriculumprovision,socialsupport,bullyingandraceequalitypracticetoensurethatthesearenotfactorsinpoorattendance;

• studysupportandtargetedteachingandmentoringsupportwhichcreateaquickexperienceofsuccess;

• apastoralsupportsystemwhichalertsstafftopotentialdifficulties.Aiming High: Raising the Achievement of Gypsy Traveller Pupils – A Guide to Good Practice(DfES2003)



Gypsy,RomaandTravellerfamiliescansometimesneedspecialisthelptoensuretheirchildrengetthemostoutoftheireducation.MostLAshaveaTESSorequivalentspecialistservicethatcansupportschoolsindevelopingdistancelearning.SchoolsshouldconsiderhowuseofICTcanorcouldsupportandenablechildrentocontinuetheireducationwhiletravelling.

SchoolsshouldaskparentsofGypsy,RomaandTravellerchildrentogiveasmuchadvancenoticeaspossibleofdateswhentheywillbeaway,travelling.Thiswillhelptheschooltoworkwithparentsorcarerstoplanongoingeducation,andwillensurethatthechildren’sattendanceandabsencearerecordedaccurately.Withadvancenotice,schoolswillhavetimetoseekadditionalsupport,ifneeded,fromtheTESSforGypsy,RomaandTravellerfamilies.

Attendance advice: Gypsy, Roma and Traveller Children(DCSF2008)explainsthelawrelatingtotheschoolattendanceofGypsy,RomaandTravellerpupils,includingthosewhoregularlytravelawayfromtheirbaseschool,andgivesguidancetoschoolsontheuseofabsencecodes.Italsoidentifiessomestrategiesthatareknowntoencourageregularattendance.Appendix1providesextractsfromthebookletforfurtherguidance.

Whenanalysingabsencedata,schoolsmaywishtoconsidertheeffectofGypsy,RomaandTravellerchildren’sattendanceandabsence.Schoolscannotremovethesechildren’sdatafromtheschoolcensusreturns,fromtheschoolprofileorfromtheSEF.Schoolsmaywishtousethedataanalysiswhendiscussingattendancewiththegoverningbody,SIPandLAofficers.

Case study 10: A focus on attendanceAtanewprimaryschool,with13GypsyTravellersonroll,akeyareafordevelopmentthroughouttheschoolwasattendance.Withthisparticulargroup,itwasevidentthatthechildrenwerenottravellingbutweretakingdaysoffschoolwhilelivingonthelocalsite.Thiswashavinganimpactonachievement;thechildren’sprogressinschoolwasbeinghamperedbyirregularandpoorattendance.Analysisofattendancedatashowedtheattendanceofthisgroupofpupilstobeverypoor,withindividualpupils’attendancebetween40percentand60percent.WorkingcloselywiththeLAeducationwelfareofficer,theschooldevelopedandembeddedspecificstrategiestoimproveattendance,includingtheuseoffirstdayresponseandindividualparentalinterviews,andcontractsandattendanceawards.

Withintwoyearstheschoolhasachievedremarkablesuccess,withallpupilsfromtheGypsyTravellergroupdemonstratingimprovedattendanceandsomeindividualpupilsraisingtheirattendanceby30percent.Expectationsofschoolsandfamilieshavebeenraisedintermsofattendanceandinlinewithraisedattendance;manypupilsarenowshowinganincreaseintheirrateofprogressandattainment.

Points for reflection• DoyoucollectattendancefiguresfortheGypsy,RomaandTravellercohortofpupilsinyourschool?

Ifso,howdotheycomparewiththewholecohort?

• WhatappropriateactionhasbeentakenforGypsy,RomaandTravellerchildrenwhoareoverrepresentedinrelationtoabsenceandlateness?

• WhatarethepotentialbarrierstogoodattendancefortheGypsy,RomaandTravellerpupilsinyourschool?

• Whathaveyoudonetoovercomethesebarriers?

• AreGypsy,RomaandTravellerchildrenandparentsawareoftheschool’spolicyonattendance?

• IsthereisaclearunderstandingoftheroleoftheschoolandtheLA’sservicesinpromotinggoodattendanceforGypsy,RomaandTravellerpupils?




Next steps• ObtaincopiesofAttendance advice: Gypsy, Roma and Traveller Children,(DCSF2008)andsharethe

contentswithteachers,nonteachingstaff,schoolgovernorsandGypsy,RomaandTravellerparents.

• Ensurethatcorrectcodesareusedinregisters.

• DevelopstrategiesforeffectiveoutreachandcommunicationwithRomafamilieswhospeakEnglishasanadditionallanguage,inordertoimprovechildren’sattendance.

• Identifyareasfordevelopment,aspartofyourwholeschoolapproachtoimprovingattendance.

Reducing exclusions…WearealsoconcernedatthedisproportionaterateofexclusionsamongsomeBlackandMinorityEthnic(BME)groups.Forexamplein2003–04Gypsy,RomaandTravellersofIrishheritagewerepermanentlyexcludedatfourtimestherate…ofallotherethnicgroups

TheSteerReport(DCSF2009)

SchoolswillbeawarethatthereisevidencetosuggestthattoomanyGypsy,RomaandTravellerpupilsinschoolshaveexperiencedracistabuseandotherformsofbullying.Ithasbecomeobviousthattheseexperiencesgosomewaytoexplainingmanypupils’poorattendancerateinschoolandtheirmarkedunderachievement.

TheresponsebyGypsy,RomaandTravellerpupilstosuchexperiencesfrequentlyinvolvessomeoftheminnegativebehaviourwiththeconsequenceofdisciplinaryactionsonthepartoftheschools.Itmaywellbethatthisracerelationselementisaccountableforthehighlevelsofexclusionsofthesepupilsfromschools.2007SchoolCensusdataforthesetwogroupscombinedhadbyfarthehighestpercentageexclusionratecomparedtoallothergroups.

The Inclusion of Gypsy Roma and Traveller Children and Young People(DCSF2008)

SomeGypsy,RomaandTravellerpupils,likeotherpupils,mayfeelunsafeatschool;experienceanxietyaboutfamilysituationsorfeelmorecomfortableathomeratherthanintheschoolenvironment.Suchexperiencemayleadpupilsthemselvestoprovoketheirowntemporaryorevenpermanentexclusioninordertoavoidsuchanxiety.

InGypsy Traveller Students in Secondary Schools: Culture, Identity and Achievement(2004),DerringtonandKendallnotedthat,outofthe44pupilstakingpartintheirlongitudinalstudy,morethanaquarterhadbeenexcluded,themainreasonsbeingaggressiontowardsotherpupilsandstaff.ManyoftheGypsy,RomaandTravellerpupilsandparentsfeltthattheirchildren’saggressivenesswasinretaliationforthebehaviourofotherpupilstowardsthem.

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



Points for reflection• WhathasbeentherateofexclusionsforGypsy,RomaandTravellerpupilsinyourschooloverthelast

twoyears?

• Howdoesitcomparetotherateforothergroupsofpupilsandotherschools?

• Whathavebeenthemainreasonsforthesesanctions?

• Whatpreventativeactionsandearlyinterventionmethodshaveyoudeveloped?

Next steps• MonitortheleveloffixedtermandtemporaryexclusionsofGypsy,RomaandTravellerpupils.

• Examinepossiblereasonsforexclusionandworkproactivelywithstaff,pupilsandparentstopreventfurtherexclusions.




Appendices

Appendix 1: Extracts from Attendance advice:Gypsy, Roma and Traveller Children (2008)Attendance advice: Gypsy, Roma and Traveller Children,(DCSF2008)explainsthelawrelatingtotheschoolattendanceofGypsy,RomaandTravellerpupils,includingthosewhoregularlytravelawayfromtheirbaseschoolandgivesguidancetoschoolsontheuseofabsencecodes.

Thefollowingextractsaretakenfromthedocument.

Inthisadvicetheterm‘travelling’meanstravellingaspartoftheparents’orcarers’tradeorbusiness.Itdoesnotmeantravellingundertakenaspartofaholidayorextendedholiday.

Thelawsaysthatparentsmustensurethattheircompulsoryschoolagechildrenreceiveanefficient,fulltimeeducationsuitabletotheirage,abilityandneeds–eitheratschoolorotherwise.Thismeansthatparentsorcarershavearighttoeducatetheirchildrenbyregisteringandsendingthemtoschool(statefundedorindependent)oroutsidetheschoolsystem.‘Outsidetheschoolsystem’couldbebyparentsorcarersteachingchildrenthemselves(orsomeoneelsedoingso)withintheirhomesetting.Inthiscase,thereisnolegalrequirementfortheparentorcarertoregisterwithortonotifytheLA.Iftheparent/carerdecidestohomeeducateatsomepointafterthechildhasbeenregisteredataschool,thentheschoolcanonlyremovethepupilfromrollafterreceivingaletteroremailfromtheparent/carerconfirmingthattheyareremovingtheirchildtoeducatethemathome.TheschoolmustalsotelltheirLAthatithasdeletedthepupilfromtheregisters.

Recording non-attendance, using appropriate codesOnanydaywhenapupil,includingonefromGypsy,RomaorTravellingfamilies,ispresentatanotherschooloreducationalprovisionismadeforthem(whethertravellingornot),theschoolshouldusethemostappropriateofthefollowingcodes.

CodeB–thechildispresentataneducationalactivityunderthejurisdictionofaschool,TravellerEducationServiceorotherserviceprovider.ThiscouldbeviaanITsystemwherethepupil’sengagementcanbepositivelyidentified.

CodeD–thepupilispresentatanotherschoolatwhichtheyareregistered.

CodeJ–thepupilispresentataninterviewwithaprospectiveemployer,Connexionsorothereducationalestablishment(notparttimeemploymentoutsideschoolhours).

CodeP–thepupilispresentatapprovedsportingactivity.

CodeV–thepupilispresentataneducationalvisitortrip.

CodeW–thepupilispresentatworkexperience(notworkbasedtraining).

Theactivitymusttakeplaceduringtheschoolsessioninquestion,beapprovedbytheschool,besupervisedbysomeoneapprovedbytheschoolandtakeplaceofftheschool’spremises,forthesecodestobeused.Schoolsshouldensurethattheyhavearrangementsinplacewherebytheycangatherandrecordaccurateinformationaboutindividualpupils’attendanceandabsence,usingthecorrectcodesfromschoolsandproviders.



OndayswhenapupilfromaGypsy,RomaorTravellerfamilyisknowntobeoutofarea,duetothefamilytravelling,andisnotineducationalprovision,thentheschoolcanusethelettercodeTtorecordtheabsence.Parents/carersshouldmakesuretheylettheschoolknowinadvancewhentheyaregoingtobetravelling,andwhentheyexpecttoreturn,sothatattendanceandabsencearerecordedaccurately.

Ondayswhenpupils,includingthosefromGypsy,RomaorTravellerfamilies,areabsentforotherreasons(whethertravellingornot),schoolsshouldusetheappropriatecodetorecordthatabsence.Ifthereasonforapupil’sabsenceisnotknownitmustberecordedasunauthorisedabsence.

SchoolsandLAsshouldregularlymonitortheuseoftheTcodetoensureitisbeingusedappropriatelyandnotincaseswhereanothercodeshouldbeused.SchoolsshouldalsoconsiderifitisappropriatetousetheTcode(i.e.authorisingtheabsence)ifthepupilhasfailedtorecordaminimumof200sessions’attendanceatanyschoolduringthepreviousrolling12monthperiod.

School attendance law in relation to children fromGypsy, RomaandTraveller familiesThelawrecognisesthatGypsy,RomaandTravellerfamiliesmayhaveanadditionalreasontokeeptheirchildrenfromschool,whichisdifferentfromnonGypsy,RomaandTravellerfamilies.Thisisthatchildrenareof‘nofixedabode’andtheirparent(s)areengagedinatradeorbusinessthatrequiresthemtotravelfromplacetoplaceandthereforepreventsthemattendingschool.Nevertheless,eachchildmustattendschoolasregularlyasthattradeorbusinesspermits,andchildrenoversixyearsoldhavetoattendatleast200sessionsineachrolling12monthperiod.

ThislawdoesnotautomaticallyreducethenumberofdaysthatchildrenfromGypsy,RomaandTravellerfamiliesareexpectedtoattendschool;schoolsandLAsshouldseektosecurethesepupils’regularattendanceat380sessionseachschoolyear.

Thelawmakesnoreferencetoaphysicaldwelling.So,aGypsy,RomaorTravellerfamilythatlivesinahouse,buttravelsinthecourseoftheirtradeorbusiness,canbeclassedasofnofixedabode.Localauthoritiesarethereforestronglyadvisedtoseeklegalguidancefromtheirchieflegalofficerbeforetakingactioninanyspecificcase.

LAscanstillissueschoolattendanceorderstoGypsy,RomaandTravellerfamiliesinexactlythesamewayastheydotoanyotherfamily.

SchoolsandlocalauthoritiesshouldusethefullrangeofinterventionsandparentalresponsibilitysupportmeasureswithGypsy,RomaandTravellerfamilies,inthesamewayastheywouldforanyotherfamily.Theuseoflegalinterventionswithparents,includingseekinganeducationsupervisionorderforachild,maybeappropriateifthatchildhashighlevelsofunauthorisedabsence.




Appendix 2: Self-evaluation tool

Self-evaluation for schools with Gypsy, Roma andTravellerpupils1. Leadership andmanagement

Self evaluation SEF Wellestablished

Developing Not yet inplace

1. TheheadteacherprovidesanactiveleadonraisingtheattainmentofGypsy,RomaandTravellerpupils,aspartofacommitmenttothedevelopmentofaninclusiveethos.

A4.1

2. TheschooldevelopmentplanhasclearobjectivesandstrategiesforraisingtheattainmentofGypsy,RomaandTravellerpupilsincludingnewlyarrivedpupils.

A8.4

3. Theschool’sCPDcycleincludesregularprovisionfortrainingforallstaffrelatedtotheachievementofGypsy,RomaandTravellerpupils.

A4.6

4. PerformancemanagementtargetsincludethoserelatedtoraisingtheachievementofGypsy,RomaandTravellerpupilsincludingnewlyarrivedpupils.

5. EthnicMinorityAchievement(EMA)andLATravellerEducationSupportService(TESS)areusedstrategicallytosupportareasofwholeschooldevelopment.

B6.2

6. TheschoolactivelyrecruitsgovernorsandschoolstaffrepresentativeofwidercommunitygroupsincludingGypsy,RomaandTravellergroups.

7. UnderachievingGypsy,RomaandTravellerpupilsaretargetedforsupportatkeyenrichmentactivitiessuchasbreakfast,homeworkandrevisionclubsandtheirattendanceismonitored.

B5.2



8. TheschoolactivelyengagesGypsy,RomaandTravellerpupilsbyinvolvingtheminallaspectsofschoollifeandseekingtheirviewsinavarietyofways.

B1.26

9. Thereareclearpoliciesandproceduresforpupilsarrivingoutsidethenormaladmissiontimesincludinginformationgathering,induction,pupilsupportandfeedbacktoparents/carers.

10. Theseniorleadershipteam(SLT)hasdevelopedastrategicapproachtothemanagementofmobilityanddistancelearning.

A4.6

11. TheschoolisawareoftheparticularchallengesregardingtransferandtransitionforGypsy,RomaandTravellerpupilsandworkscloselywithotherschoolsandsettingstosupportpupilswhomaybeatrisk.

A4.6

12. Racistincidentsarereported,monitoredandmanagedeffectively.Racismawarenessandrespectistaughtwithinthecurriculum.

A4.6

13. Classroomandcorridordisplayspositivelyreflectthelanguages,experiencesandheritageofGypsy,RomaandTravellerpupils.

A4.8




2. Using data to target groups and track progress

Self evaluation SEF Well established Developing Not yet in place

14. TheschoolhasrobustandsensitivesystemsforcollectingcontextualdataforGypsy,RomaandTravellerpupilssuchaspreviousschoolingandfirstlanguage(L1).

A1.1

15. Theschoolhasanestablishedtimelineforthecollectionandanalysisofattainmentdata.

16. TheschoolanalysesattainmentandachievementdatabyethnicityincludingGypsyorRomaandTravellerofIrishheritagetoensureanaccuratepictureofprogressandattainmentacrossallyears.

A2.1

17. Theleadershipteamanalysestheattainmentdatatoidentifytrendsinrelationtosubjects,keystages,yeargroupsorclassesandensuresthattargetedactionistakenasaresult.

A2.1,A4.6

18. TargetsaresetfortheattainmentofGypsy,RomaandTravellerpupilsandprogressisrigorouslymonitored.

A3.2

19. TheschoolisawareofthekeyissuesregardingtheunderascriptionofGypsy,RomaandTravellergroupstoGypsy,RomaandTravellerofIrishheritagecategoriesandstrategiesareinplacetoimprovetheaccuracyofselfascription.

20. Theschoolhasanaccurate A1.1,overviewofitsGypsy,Roma B2.8,andTravellerpupilprofilethatincludesschoolcensusandnonschoolcensusgroups,accommodation,mobilitypatternsandfirstlanguages.

B2.14

21. Theschoolmonitorsthe B4.1,attendanceandexclusions B4.2,ofGypsy,RomaandTravellerpupils.

A2.9



3. Developing learning and teaching

Self evaluation SEF Wellestablished

Developing Not yet inplace

22. AfLwithAPPresourcesisusedeffectivelytoraisetheachievementofGypsy,RomaandTravellerpupils.

A3.2

23. Teachersusearangeofstrategiestoengage,motivateandacceleratetheprogressofGypsy,RomaandTravellerpupils,includingtheuseofdistancelearning(usingICT).

24. ThecurriculumisculturallysensitiveandprovidesopportunitiesforGypsy,RomaandTravellerpupilstodiscussissuesofidentityandethnicity.

A4.3,A4.8

25. Thecurriculumprovidesopportunitiesforaddressingissuesofstereotypingandracistbullying.

26. Forpupilsarrivingoutsidethenormaladmissiontimes,assessmentisquick,accurateandeffective.

A3.2

27. Robustassessmentinformationisusedtoidentifygapsinlearning,setappropriateindividualtargetsandplanappropriateinterventionswherenecessary.

28. ArangeofsupportandinterventionprogrammesareusedtoacceleratetheprogressofGypsy,RomaandTravellerpupilsandtheimpactoftheseinterventionsisreviewedregularly.

29. TeachershavehighexpectationsofGypsy,RomaandTravellerpupilsandensuretheyareengagedinactivelearning,withenhancedopportunitiesforspeakingandlisteningandwitheffectivemodelsofspokenandwrittenlanguage.

30. TheGypsy,RomaandTravellerpupils’owninterests,learningstylesandskillsarevaluedandusedtodevelopapersonalisedlearningexperience.Staffconsultwithpupilsaboutwhathelpsthemtolearneffectively.

A4.8




4. Effective partnership with parents and community

Self evaluation SEF Well established Developing Not yet in place

31. TheschoolcreatesopportunitiestoensurethatGypsy,RomaandTravellerparents/carersareawareoftheirchildren’sprogressandcreatesopportunitiestosupporttheirinvolvementintheirchildren’slearning.

A4.8

32. TheschoolactivelyseekstheviewsofGypsy,RomaandTravellerparents/carersandcanprovideexamplesofactionstakenbasedontheirresponses.

A4.4

33. EffectivestrategiesareinplaceforcommunicatingandsharinginformationaboutschoolpoliciesandprocedureswithGypsy,RomaandTravellerparent/carers.

A4.4

34. CareerandvocationalguidanceisavailabletoGypsy,RomaandTravellerpupilsandparents/carers.



ReferencesDCSF(2007),New Arrivals Excellence Programme Guidance,DCSFref.006502007BKTEN

DCSF(2008),Attendance advice: Gypsy Roma and Traveller children,DCSFref.008912008FLYEN

DCSF(2008),Strengthening transfers and transitions,DCSFref.000832008PDFEN01

DCSF(2008),The Assessment for Learning Strategy,DCSFref.003412008

DCSF(2008),The Inclusion of Gypsy, Roma and Traveller Children and Young People: strategies for building confidence in voluntary self-declared ethnicity ascription,DCSFref.000632008

DCSF(2009),LearningBehaviour:Lessonslearned.Areviewofbehaviourstandardsandpracticesinourschools(‘TheSteerreport’),DCSFref.004532009BKTEN

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

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

DfES(2003),Aiming High: Raising the Achievement of Gypsy Traveller pupils: A Guide to Good Practice,DfESref.0443/2003

DfES(2003),Excellence and enjoyment: a strategy for primary schools,DfESref.03772003

DfES(2003),Managing Pupil Mobility: A Guidance Document,DfESref.0780/2003

DfES(2004),Every Child Matters: change for children,DfESref.10892004

DfES(2005),Aiming High: Partnerships between schools and Traveller Education Support Services in raising the achievement of Gypsy Traveller pupils,DfESref.13822005

DfES(2006),Excellence and Enjoyment: learning and teaching for bilingual children in the primary years,DfESref.21322006DCLEN

DfES(2006),School Supported Distance Learning,DfESref.040732006DOMEN

DfES(2007),Diversity and Citizenship Curriculum Review2007,DfESref.000452007

NCSL(2005),Effective leadership in multi-ethnic schools,NationalCollegeforSchoolLeadership

Ofsted(1996),The Education of Travelling Children

Ofsted(2000),Evaluating Education Inclusion – Guidance for Inspectors and schools

Ofsted(2003),Provision and support for Traveller pupils,ref.HMI:455

Phillips,T.,LaunchofCREconsultation,October2003

Spencer,S.(2005),‘GypsiesandTravellers:Britain’sforgottenminority’,BritishInstituteofHumanRightsLecture,11March2005

TheSchoolAdmissionsCodeofPractice(2003)

TheRaceRelations(Amendment)Act2000(RR(A)A)

TheEducationandInspectionsAct2006

TheChildrenAct2004




Further readingThefollowingselectedbooksareinadditiontothereferencedtextsineachbookletandhavebeenincludedheretoprovideopportunitiesforwiderreadingaboutGypsy,RomaandTravellerchildrenandcommunities

Acton,T.andDalphinis,M.(eds)(2000),Language, Blacks and Gypsies: Languages without a Written Tradition and their Role in Education,London,WhitingandBirch

Danaher,P.A.,Combes,P.andKiddle,C.(2007),Teaching traveller children: maximising learning outcomes,StokeonTrent:TrenthamBooks

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

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

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

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


www.savethechildren.org.uk


AcknowledgementsInpreparingthisguidancewehavebenefitedfromthehelpandadviceofcolleaguesfrommanylocalauthorities.Weshouldparticularlyliketothankthosecolleaguesthatformedpartofthewritinggroup,helpingtoshapethecontentsandthestructureofthematerials.SpecialthanksgotoArthurIvattsforhisvaluablecontribution.

• Extractfromp.7EffectiveleadershipinMultiEthnicSchools.©NationalCollegeforSchoolLeadership.Usedwithkindpermission.

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

• QuotationfromSarahSpencer,BritishInstituteofHumanRightsLecture,11March2005.Usedwithkindpermission


Audience: LA strategy, EMA and TES managers and consultants, primary and secondary headteachers and teachers Date of issue: 08-2009 Ref: 00661-2009BKT-EN

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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]

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booklet 2: leadership and management

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