Interim Summary

Produced by

Phil Regan and Adam Ahmed

for

Westway Development Trust

May 2011

„…probably the most severely deprived children in the country.‟ Plowden Report 1967 „… the level of hostility faced by Gypsy Traveller children is probably greater than for any other minority ethnic group.‟ Raising the attainment of minority ethnic pupils’, Ofsted, 1999 'The vast majority of Traveller pupils linger on the periphery of the education system. The situation has persisted for too long and the alarm bells rung in earlier reports have yet to be heeded' Provision and support for Traveller pupils, Ofsted, 2003 „... some committed, forward-looking local authorities have pioneered ways of meeting the needs of these nomadic groups to preserve their traditional lifestyle, while accessing health and education services and maintaining good relations with other communities.‟ Gypsies and Travellers: simple solutions for living together, EHRC, 2009

A Way to Inclusion? A study into the learning Needs and Opportunities

of Irish Traveller families on Stable Way

Recommendations

These recommendations are preliminary and presented largely to inform discussion at a Seminar on the 23rd May, 2011 as part of an ongoing conversation with families about the inclusion of Irish Traveller education. 1. ACCOMMODATION

a. Poor accommodation underpins other inequalities. Attempts to include Travellers in education have to work hand-in-hand with securing decent and appropriate site accommodation.

b. Develop new group housing accommodation as part of the White City Opportunity Area

2. COMMUNITY VOICE AND INFLUENCE a. Place Irish Traveller voice and experience at the heart of policy and practice reform.

Otherwise, oppositional attitudes can be reinforced that further alienate Travellers from education services.

b. There are genuine resident concerns over the decommissioning of Southwark Traveller Action Group on the site. In listening to residents it is highly recommended that they be involved in future commissioning of services – for example, as part of the interviewing panel.

c. Continued support and development of the Residents Association. This group is still embryonic and whilst there has been some limited success through small grants applications, the group requires additional officer role training and intensive support to become self-managing.

3. SUPPORTING FORMAL EDUCATION a. Consider piloting the development in schools of:-

i. Enhancing the History GCSE in the Royal Borough of Kensington and Chelsea [RBKC] schools to incorporate an understanding and celebration of Gypsy Roma and Traveller culture nationally and locally.

ii. GCSE Cant/Gammon language course. This idea has proved successful with the Somali community in Bristol, where the development of Somali language GCSE has supported successful outcomes for marginalised pupils. This recommendation when discussed with residents was generally opposed.

b. Identify, promote and develop vocational pathways into learning for Traveller young people in RBKC

c. Kensington and Chelsea College at Maxilla Gardens (Maxilla), is an ideal resource for secondary and FE age young people offering flexible and appropriate academic and vocational provision. Build and develop links between Maxilla and families on Stable Way

4. SUPPORTING INFORMAL LEARNING a. Share and build on good practice examples of adult learning activity that exist in other

Boroughs. In one London Borough good practice is forged around a partnership between families, Library and Adult Education Services and includes successful courses in Driving Theory, Computer Literacy and Cultural Awareness in schools.

b. The mini-club is well received and may be extended to more nights per week and open to different age groups. With a captive audience of primary age pupils consideration should be given to structured sessions, with outcomes for the children that reflect those at school.

5. INTEGENERATIONAL LEARNING a. Develop new and existing opportunities for Irish Traveller parents/grand-parents and

children to learn together, and for parents to gain a better experience of education than they may have had previously. Some options already exist with, for example, Parents and Children becoming computer literate together at NOVA; or adults delivering informal sessions around cooking, flower making or story telling at the mini-club.

6. POLICY DEVELOPMENT a. Give priority to protecting the Language Development Service funding in RBKC. b. Develop Irish Traveller cultural awareness programme of training to be delivered to local

authority, educational, voluntary and community services/organisations in the Borough. Training to be delivered in collaboration with families on Stable Way

c. Gypsy Roma and Traveller History Month has gone some way towards informing schools and the wider settled community about Gypsy Roma and Traveller culture, its values and heritage. With changes to funding nationally, it is important that there is funding locally and embedding in local policy occurs to continue the momentum gained so far. GRTHM activity should be coordinated with residents on Stable Way

d. Local authority to look more closely at disadvantage and good practice amongst other ethnic groups – are there common issues to be addressed?

e. More research around absenteeism due to a move in accommodation. Explore targeted intervention for those pupils newly moving into the Borough.

f. Parents can use their own experiences of racism and broken schooling as a rationale for their children being kept ‗safe‘ and out of school. In developing educational inclusion policy for Travellers, very real consideration should be given to community issues of trust and safety.

7. HEALTH PROMOTION

a. Explore a more holistic approach to tackle anxiety and depression, including counselling and conflict resolution alternatives

8. SUSTAINABILITY a. Long term input with consistency/familiarity of workers is essential to tackle education

exclusion. Delivering on WDTs £15,000 / annum could happen in many ways. However the funding is allocated, it is highly recommended that a familiar face remains in place. Though not exhaustive some options for delivering on WDT funding for the next 3 years include: i. Traveller led Organisation – LGTU, ITMB, STAG, ii. Harrow Club with a focussed remit around additional learning opportunities for

children/young people; and the exploration of intergenerational learning with parents/grand parents

iii. Stable Way Residents Association iv. WDT appointment / freelance contract

b. Short-term initiatives encourage broken learning experiences. A 3-5 year action plan to be prepared that tackles Traveller exclusion from education.

9. MONITORING AND EVALUATION a. Develop baseline of education participation/exclusion for housed and sited, Gypsy Roma

and Traveller children and young people in RBKC, capturing attendance and attainment in Primary, Secondary, Further and Higher Education.

RESEARCH CONTEXT

1. BACKGROUND

1.1. For the past eight years, Westway Development

Trust [WDT] has been funding work with families on Stable Way, initially engaging a freelancer and for the past four years grant-aiding Southwark Travellers Action Group to carry out the activity. In the early years, the focus was developmental though recently has centred on families‘ needs for advocacy and support. With increased resourcing from the Royal Borough of Kensington and Chelsea [RBKC] and with the input of Advice Now on the site, support and advocacy is being better covered, allowing the Trust, as a charity with a strong education remit, to focus on where it can best make its contribution to education, training and family learning.

1.2. With the withdrawal of the Catholic Children‘s Society, the Trust has supported learning activities on site (e.g. Computer Literacy and Mini-Club) and has commissioned this research programme to ensure the Irish Traveller voice informs. This interim summary is presented to evoke discussion at a seminar on the 23

rd May

2011 at Harrow Club, as part of a continuing conversation with families on Stable Way and services working with them.

2. AIMS AND OBJECIVES

2.1. The study aims: 1. To identify and describe the family learning

needs and interests of Irish Travellers on Stable Way; and

2. To produce an analysis of the existing learning opportunities available in the Royal Borough of Kensington and Chelsea and explore how these are being taken up by families on Stable Way.

3. To set out a programme of future activity agreed with residents and services working with them.

2.2. In working towards these aims there are a number of objectives: a. Identifying and describing the family learning

needs and education and training interests of Irish Travellers on Stable Way.

b. Mapping what learning opportunities in RBKC (a) there have previously been and (b) which are currently available and then examining how families on Stable Way (i) have taken them up in the past (ii) are currently taking them up.

c. Surveying examples of successful initiatives undertaken in other London boroughs and elsewhere in the UK and the Republic of

Ireland and identifying what other innovative initiatives might usefully be taken.

d. Engaging local providers as partners to the research and to its findings, so that the collaborative support and commitment of local agencies can be given to the initiatives to be taken forwards.

e. Setting out the findings, holding workshops with families and local providers to prioritise initiatives to be taken forwards and subsequently setting out costs and implementation plans for them.

f. Making fundraising applications (where feasible and appropriate alongside the embryonic Travellers‘ Residents Association) in line with these findings and costs to complement funding already committed (i.e. annual grant from the Trust).

g. Setting out the programme of agreed initiatives, engaging staff/tutors as appropriate (where feasible and appropriate to be engaged by the Travellers‘ Residents Association, or other appropriate agencies).m

3. RESEARCH METHODOLOGY:

PARTICIPATORY ACTION RESEARCH

3.1. Given that this research has an explicit remit of seeking Irish Traveller views in enhancing community engagement and skills development, a Participatory Action Research methodology has been adopted.

3.2. Participatory Action Research has its roots in the educationalist work of Paulo Freire (1970). Developing a theoretical framework that shared the basic premise of adult education, that adults have control over the content and form of their education, this dialogical approach to adult education engaged individuals in critical analysis and organised action to improve their situations. In these dialogues, ‗‖educators” and “students” move toward a critical consciousness of the forces of oppression and the possibilities for liberation.‟ (Pant, undated p.95)

3.3. In accepting the premise that Participatory Action Research is a way of ―improving and informing social, economic and cultural practice‖ (McTaggart, 1997, p.26), the role of participants is central, otherwise an outside, often ‗expert‘ view can prevail creating further cycles of dependence through mediation. Based on the principle that those people best able to research, understand, explain and address any issue are those that experience it every day, the study aims to build critical awareness and action of Irish Travellers themselves.

RECOMMENDATION: COMMUNITY VOICE AND INFLUENCE Place

Irish Traveller voice and experience at the heart of policy and

practice reform. Otherwise, oppositional attitudes can be

reinforced that further alienate Travellers from education

services.

RECOMMENDATION: SUPPORTING FORMAL QUALIFICATION Consider piloting the development in schools of:- a. Enhancing the History GCSE in RBKC schools to

incorporate an understanding and celebration of Gypsy Roma and Traveller culture nationally and locally.

b. GCSE Cant/Gammon language course. This idea has proved successful with the Somali community in Bristol, where the development of Somali language GCSE has supported successful outcomes for marginalised pupils. This recommendation when discussed with residents was generally opposed.

3.4. Models of action research are often shown as cycles. Common examples are Stringer‘s (2007) ‗look-think-act‘ approach; and Kemmis (1983) four step ‗plan-act-observe-reflect' model. Others combine and refine these approaches, retaining the cyclic nature of the work. This study follows Susman‘s (1983) five phase model: 1. Initially a problem is identified and data collected

for a more detailed diagnosis 2. Collective postulation of several possible

solutions from which a single plan of action emerges and is implemented - the research is currently at this stage

3. Data on the results of the intervention are collected and analysed,

4. The findings are interpreted in light of how successful the action has been.

5. The problem is re-assessed and the process begins another cycle. This process continues until the problem is solved.

4. RESEARCH TOOLS

4.1. Action Research is more of a holistic approach to problem-solving, rather than a single method for collecting and analysing data. Thus, it allows for several different research tools to be used as the project is conducted. Research tools utilised for this study include:

- Semi-structured interviews with: Traveller focussed organisations/services and families on Stable Way

- Document collection and analysis - Whole system event - Case Study

4.2. Semi-structured Interviews Organisations/Services Interviews were conducted with 10 Traveller focussed organisations and education services in RBKC. Of these interviews 9 were recorded and transcribed and 1 noted during interview. In the event 1 organisation asked for their interview data not to be included in the research and another was unusable due to noise disturbance. Interviews were conducted with: 1. Irish Traveller Movement in Britain 2. London Gypsy and Traveller Unit 3.Kensington and Chelsea College at Maxilla Gardens 4. RBKC, Supporting People 5. London Traveller Education Inner Area Consortium 6. Southwark Traveller Action Group 7. NOVA 8. Harrow Club 9.

RBKC, Language Development Service (EAL, Ethnic Minority and Traveller Achievement) and; 10. Social

worker in the South of England

4.3. Semi-structured interviews

Families on Stable Way Interviews with 10 Irish Travellers were conducted. Of these interviews 3 were recorded and 7 noted during interview.

4.4. It is worth highlighting that during this phase of investigation all residencies were approached to be interviewed, on at least two occasions. While some families were travelling or absent for other reasons, there was a feeling amongst those present that they have been over-consulted for most of the last 20 years without discernable change.

4.5. In total 47 per cent of all families on Stable Way were interviewed. The sample of 10 Irish Traveller interviews took place in 9 of the 19 pitches, with 1 pitch participating in 2 interviews.

4.6. The interview sample was made up of 70 per cent female and 30 per cent male.

4.7. Interviewees indicated that 22 adults and 17 children/young people were recorded as living on the 9 pitches equating to 2.4 adults and 1.9 children/young people per pitch.

4.8. Participants had a strong historical connection to Stable Way (formerly the Westway). In terms of living on the site, there was a spread amongst participants of between 3 and 35 years and on average interviewees had lived on Stable Way for 13 years.

4.9. Just 1 of the 10 people interviewed identified themselves as having any form of qualification. This data is roughly in line with research undertaken by Ryder and Greenfields (2010) that suggested a large section of the Gypsy and Irish Traveller sample (approximately 76 per cent in their sample) had no formal qualifications, a figure which compares drastically with the 9 per cent of the mainstream population without qualifications.

4.10. Traveller respondents were mostly aged 35 – 44 (50%). See Figure 1 for a breakdown of interviewees by age range.

3

0

5

1

0

1

17-24

25-34

35-44

45-54

55-64

65+

FIGURE 1: Number of interviewees by age range

4.11. Document collection and analysis A detailed examination of documents was undertaken across a wide range of social practices.

4.12. The examination was particularly concerned with a qualitative investigation of the levels of involvement of Irish Travellers; impact on families on Stable Way; and good practice in engaging Irish Travellers in education. See Appendix 1 for a sample of documents examined and some initial comments.

4.13. Whole System Event (WSE) – 23rd May 2011 „The concept of whole system working is popular but elusive. It entered the mainstream of health and social care discourse in the late 1990s and has been used mainly in the worlds of management and service delivery. Broadly, it refers to the process of involving all stakeholders of a domain in discussion about service change - all parties are encouraged to think about the way the whole service delivery system works, rather than focusing only upon their own service.‟ (CSIP, 2006)

4.14. Accepting that change around education does not happen in isolation from accommodation, health, employment etc. the WSE aims to bring all the constituent parts together to postulate several possible solutions and agree a single plan of action.

4.15. The WSE is not a sole event, indeed this event would be the start of a process of dialogue and monitoring. Another WSE would be planned for 6 months – 1 year later where the findings are interpreted in light of how successful the action has been from this event. Others would be planned until the ‗issue‘ of Traveller exclusion from education in RBKC is resolved.

4.16. Case Study The term can refer to an event, an activity or even an individual. It is an empirical inquiry that investigates ‗something‘ within its real life context using multiple sources of evidence. (Yin, 1989)

4.17. Case Study information is provided in Figure 2 (overleaf) about attempts to involve young people and adults in learning opportunities that they themselves have identified.

5. IRISH TRAVELLER VOICE

5.1. Throughout this study „findings have been fed back to participants for validation and to inform decisions about the next stage of the research in order that outcomes are meaningful and useful to the participants.‟ (Ryder and Greenfields, 2010)

5.2. Monthly Resident Meetings have provided a vehicle to feed back orally and in writing through minutes, to residents and wider stakeholders.

5.3. A Whole System Event approach provides a forum for honest, 360 degree discussions by those stakeholders involved in Traveller Education service delivery. In planning, monitoring and reviewing agreed action, Traveller families are placed at the heart of reform to education policy and practice.

IT SESSIONS AT NOVA

As part of this study adults were asked to consider what type of

provision would be useful in meeting their learning needs.

Computer literacy was identified as something that would be

useful for families on Stable Way, particularly around emailing,

web searching and social networking.

A barrier was that not everyone on the site had access to

appropriate computer hardware and internet connection. To

help remedy this, in October 2010 the Residents Association

successfully applied to the Grassroots Grant for funding to

enable the purchasing of 20 LAPTOPs. These were to be made

available to families to hire and use in their homes, when

needed. Additionally the Residents Association in Nov 2010,

successfully applied to the WDT Small Grants for funding to

insure this equipment and fund the already established WI-FI

network on the site until Feb 2012.

With the WI-FI network and hardware in place, the next step was

to identify appropriate providers for delivering Computer Literacy

session. Between January and March 2011, a number of

opportunities to deliver computer literacy were explored and in

the event NOVA and RBKC were identified to deliver sessions.

NOVA attended the April Residents Association and spoke

about the provision they could offer. There was interest among

families and a date was set for the following week where up to

10 residents would attend NOVA to undertake a one day

accredited course – introducing them to computers. WDT

followed up with residents a couple of days before the day and

3-5 people indicated they would attend. In the event 1 person

attended on the day.

In speaking with residents about their non-attendance, it was

clear that on-site provision was seen as more appropriate.

Taking this into consideration, another day was planned the

following week when NOVA offered the same course on-site in

the community Hut. In the event no-one attended this day

NOVA spoke with the Residents Association Treasurer to set

another date, on-site when the course was to be delivered. At

the time of writing the attendance and success of this day are

unknown.

RBKC was also approached to offer slightly more informal, on-

site provision. The course tutor introduced himself to residents

one afternoon, visiting homes door-to-door. Identifying particular

needs around setting up emails and web–surfing, a session one

evening a week, for 6 weeks, was agreed and started on the 17th

May. At the first session 2 adults attended, setting up emails

and installing anti-viruses.

Some Learning...?

- On-site provision is often voiced by residents as much more

preferable. However the evidence so far from the experience of

NOVA is that on and off site provision has been poorly attended.

- There is genuine interest in computer literacy, among young

people and adults

HAIR AND BEAUTY,

KENSINGTON AND CHELSEA COLLEGE AT MAXILLA

GARDENS

In 2010 two young Irish Traveller people attended Hair and Beauty

sessions at Kensington and Chelsea College at Maxilla Gardens

(Maxilla), following assistance in gaining places, by RBKC Supporting

People. Within the 1st week they had both left, it seems after coming

into verbal conflict with a couple of girls already established at the

college. Whether the conflict was racist in nature or about young

people‘s group dynamics was not determined.

In January 2011, another two young Irish Traveller people, both

females aged 13 and 14, expressed interest in Hair and Beauty.

After exploring educational options in the area, again Maxilla was

approached. The location of Maxilla was seen as appropriate given

its close proximity to the site (10 min walk); flexible learning provision

from Entry Level to Level 2 FE; courses that can allow breaks in

studying; and the pastoral support available through youth workers

and mentoring staff.

Attending an initial taster session to meet the Alternative Schools

course leader, the young people expressed excitement about

enrolling. Supported by RBKC Education Welfare Officers (EWOs)

and WDT, funding was secured through RBKC Language

Development Service and the two young people were enrolled.

During the 1st week, the young people completed a number of initial

assessments in literacy and numeracy and took their place during

afternoons in the Colleges‘ Hair Salon. The course leader

commented how ‗able the young people were,‘ readily completing the

assessments and showing good aptitude to complete the course.

During the next two weeks, one or other of the young people was

unable to attend due to: illness of a parent and child caring

responsibilities; family away from the site; and dental or medical

appointments. In the event more often than not while one was

unable to attend, both young people remained absent. There was an

occasion when one of the young people attended alone, she recalled

being followed by students at the College and afraid of being there

alone.

Attendance at the College was broken and despite encouragement

and support from the EWOs and WDT the young people did not

attend college again. In discussion with parents, there were a

number of factors that resulted in the placement stopping – it was

inappropriate for any young person to attend alone; the groups of

settled young people at the college were seen as a threat to the

Traveller young peoples‘ safety; and the young people themselves

had lost interest in the course.

At the time of writing additional support has been taken up by 3

young people at the community Hut.

Some Learning...?

- There is obvious interest in vocational learning that can lead to

employment opportunities.

- There are very real issues over safety in the community that are

often expressed through non-attendance. A cohort of community

learners is preferred to a singleton approach.

- Young peoples‘ responsibilities in the home around caring for

children and family members are an essential part of Traveller family

life. This can be a barrier to attendance and should be given due

consideration at enrolment,

FIGURE 2: Two Case Study examples of learning activities on Stable Way

RESEARCH FINDINGS

6. INTRODUCTION TO THE TRAVELLER

COMMUNITY AT STABLE WAY

6.1. Gypsy and Traveller communities are among the UK‘s most marginalised groups (CRE, 2006) with children/young people experiencing the very worst in educational opportunities. Successive research, policy and guidance materials have recognised the difficulties faced by Traveller children/young people both in accessing school and in achieving in line with others (Plowden, 1967; Swann, 1983; Ofsted, 2003; DCSF, 2009a). Despite some gains, particularly in Nursery and Primary education, the exclusion persists and Gypsy and Traveller „children's educational achievements are worse, and declining still further (contrary to the national trend)‘ (Cemlyn et al, 2009, p.V).

6.2. Set against this history of exclusion in education, are inequalities in health and well-being (Parry et al., 2004), accommodation (Greenfields and Smith, 2010) and employment (Ryder and Greenfields, 2010). To understand Irish Travellers educational exclusion is to recognise the multi-discriminatory experience of many families.

6.3. This study has a clear focus on education it is

recognised that it is impossible to disentangle exclusion in education from other inequalities, particularly from those of accommodation. As Cemlyn et al asserts „the lack of secure accommodation for nomadic groups remains the lynchpin of a plethora of other inequalities‟ (2009, p.252).

6.4. Made official in 1976, Stable Way (formerly the

Westway Travellers site) has been a traditional stopping place for Gypsies and Irish Travellers for centuries. With 19 pitches and a community Hut, it is home to Irish Traveller families comprising approximately 95 people.

6.5. The location of Stable Way is both ideal and a

nightmare. Close to a primary school, college, doctors, shopping amenities and sports centre, in some ways it could have come out of the government guidelines for good practice. However all this is over shadowed by the Westway flyover and the 24/7 traffic travelling overhead. Surrounded by garages and workshops, „there is no pavement along the road leading to it. Mothers have to push prams along a bendy and pitted approach lane. There used to be another footpath. But when the Westway Development Trust took over some adjacent land to make riding stables, they blocked this with a concrete slab.‟ (Independent Catholic News, 2007) Residents explain that, in desperation they have knocked down the slab wall twice, though it keeps being replaced. WDT plans to widen the entrance/remove the wall and is awaiting confirmation of funding to carry this out. Families on Stable Way describe living conditions that include dust and noise pollution, rubbish being thrown onto them by passing motorists, even a lorry load overturning on to the site and destroying a home. One incident included a coach load of football supporters stopping on their way to an FA Cup final, and through a loud hailer hurling racist abuse from the motorway at families below.

6.6. Refurbishment of the site occurred in 2007, where bathrooms and kitchens were upgraded. However this left some families frustrated because, as one resident complains „her and four other kitchens were not refurbished without any explanation why?‟ Further refurbishment to the road surface, fencing, electricity connections and site entrance is planned for 2011 through funding from RBKC and Hammersmith and Fulham. [See section 27 for recommendations on Accommodation]

RECOMMENDATION: MONITORING AND EVALUTION

Develop baseline of education participation/exclusion

for housed and sited, Gypsy Roma and Traveller

children and young people in RBKC, capturing

attendance and attainment in Primary, Secondary,

Further and Higher Education.

7. EDUCATION STATISTICS ON ATTENDANCE AND ATTAINMENT

7.1. DCSF statistics show that nationally, as of 2007, 2,880 Traveller of Irish Heritage pupils and 5,400 Gypsy/Roma pupils were registered in grant maintained Primary Schools in England. This gross figure amounts to 0.25 per cent of the total Primary School population. Nationally1,040 Traveller of Irish Heritage pupils and 2,620 Gypsy/Roma pupils attended grant maintained Secondary Schools. This gross figure equates to 0.1 per cent of the total Secondary School population. A total of 100 Traveller of Irish Heritage pupils and 160 Gypsy/Roma pupils nationally, attended grant maintained Special Schools. This gross figure amounts to 0.3 per cent of the total Special School population. (DCSF, 2008a).

7.2. The profile of education statistics for Traveller children is stark. Data provided by DCSF (2009b, p.20) indicates that 'nationally, 49.5 percent of Gypsy or Roma children and 52 per cent of Traveller children of Irish heritage groups are in the bottom 20 per cent of the Early Years Foundation Stage Profile.'

7.3. Statistics indicate 28 per cent of Traveller of Irish Heritage; and 42 per cent of Gypsy / Roma pupils achieved level 2 or above in reading at Key Stage 1 compared to 84 per cent of all pupils in 2003 (DfES, 2005). By 2007 these low levels of achievement had been driven further down with 26 per cent of Travellers of Irish Heritage pupils, and 27 per cent of Gypsy/Roma pupils achieving level 2 or above in comparison to an average of 84 per cent overall. (DCSF, 2008b) Figures 3 and 4 show the RBKC context for Traveller primary education attendance and attainment. 71.9 per cent of children attended school in 2009-10. In that same year attainment figures indicate that 66 percent in Maths and 80 percent in Writing and Reading of primary age Gypsy Roma and Traveller pupils are below the nationally expected average.

FIGURE 3: Numbers of pupils attaining and progressing at primary school in RBKC, 2009 – 2010

reading writing maths

Ab

ove

NE

At

NE

Be

low

NE

Ab

ove

NE

At

NE

Be

low

NE

Ab

ove

NE

At

NE

Be

low

NE

KS1 0 1 4 0 1 4 0 3 2

KS2 2 0 8 2 0 8 1 1 8 * NE=National Expectation

Source: RBKC Language Development Service, Autumn 2010

Source: RBKC Language Development Service, Autumn 2010

7.4. Statistics provided by the ONS (2008) in Figure 5 (overleaf), report a continuing downward trend in the achievement of Traveller pupils at Secondary School. In 2003, 42 per cent of Travellers of Irish Heritage pupils and 23 per cent of Gypsy/Roma pupils gained 5 or more A* - C GCSEs, in comparison to 52 percent of pupils overall. By 2007, this figure has dramatically fallen to 16 per cent of Travellers of Irish Heritage pupils and 14 per cent of Gypsy/Roma pupils, in stark contrast to the rising achievement of pupils overall to 59 per cent.

7.5. RBKC data for secondary schooling was not available. The lack of official statistics on attendance and attainment at Secondary School reflects a general lack of detail in RBKC regarding secondary, post-16, and housed Traveller education. It is anticipated that the recent inclusion of ‗Gypsy‘ and ‗Irish Traveller‘ categories in the 2011 Census may help alleviate this, however that does rely on Travellers‘ ascribing to their ethnicity.

66.2

67.9

67

71.9

70

62 64 66 68 70 72 74

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

FIGURE 4: Average percentage in attendance at primary school in RBKC, 2006 - 2011

Source, Taken ONS (2008)

7.6. Figure 6 provides information from interviewees

on the attendance of their children at school and illustrates a sharp decrease in involvement in secondary education. Interviewees indicated 100 per cent of their children attended Primary School and 16 per cent attended Secondary School.

7.7. Recorded national figures for Gypsies and Travellers entering post-16 education are less than 1% of those who had attended secondary school, a mere 26 students in 2007 (DCSF, 2008). Anecdotal evidence about broader ranges of traveller education 'success' should supplement our understanding of the picture qualitatively, but should not distract from the stark reality of the facts.

7.8. A Final Recommendations and Report of the Panel Review into the Impact of the Coalition Government Policy on Gypsies and Travellers, (Panel Review, May 2011) provides testimony to the current education context for Gypsy Roma and Traveller families: „The findings from the research [DCSF, (2009a)] graphically illustrated the profound levels of educational exclusion suffered by this group. Gypsy Roma Traveller (GRT) children made reasonable progress in Key Stages 1 and 2 but tended to be located in low achieving schools. Fifty percent of GRT children were eligible for free school meals and high levels of special educational needs were found amongst the population. Travellers of Irish Heritage and Gypsy and Roma pupils are nearly 3 times more likely than White British pupils to be identified as having special educational needs. Fewer than 10 percent of Gypsy, Roma, Traveller pupils was among the top 50 percent of achievers at Key Stage 4. Earlier DCSF research had also demonstrated that Gypsies/Roma and Irish Travellers had the highest exclusion and absence rates of any other minority in school, and the NFER research reported that many children stated that they felt unwelcome in schools. The NFER research, calculated that the level of secondary school „drop out‟ figures for this minority are exceptionally high, as just over 50% of the Year 6 cohort that were tracked throughout their educational history also appeared in the Year 11 cohort.‟

3

3

0

5

0

1

5

0 1 2 3 4 5 6

0-4 Not of school age

0-4 Attending Pre-…

0-4 Not Attending

5-11 Attending School

5-11 Not Attending

12 - 16 Attending School

12 - 16 Not Attending

Pri

mar

ySe

con

dar

y

FIGURE 5: Per cent of pupils achieving 5 or more A*– C GCSEs or equivalents by ethnic group in England, 2003 - 2007

FIGURE 6: Interviewees reporting the number of their children/young people attending Primary and Secondary School, 2010 – 11

8. FINDINGS: ORGANISATIONS AND SERVICES

8.1. The experiences and views of those organisations and services interviewed as part of this study are discussed. Drawing from national, regional and local Traveller focussed organisations/services, and education providers in the Royal Borough of Kensington and Chelsea, the view presented here informs the context of Traveller education and identifies emerging themes and good practice.

9. TRAVELLER EDUCATION SERVICES

9.1. The role of Traveller Education Services

(TESS) has been crucial in supporting Traveller involvement in education since the 1970s and is recognised particularly with improving attendance and attainment in Nursery and Primary Education. Figures suggest that ―whilst only 4% of Gypsy and Traveller children were registered with LEA Primary schools in 1967, by the mid-1990‟s that figure had risen to around 70% and this figure has remained fairly constant since.‖ (Bhopal and Myers, 2009, p.5)

9.2. The London Traveller Education Inner Area Consortium is typical of other TESS in working to: - ‗build the capacity of families to become independent users of the education service, independent and assertive users. To build the capacity of schools to respond to their Traveller needs. Develop the capacity of local authorities to support schools and families to understand the issues, to work in an inter-agency way because a lot of the issues relating to Traveller education actually involve accommodation, health, safety and various other things. And then a general equalities brief to try and make sure that schools follow their responsibilities under the Race Relations Act, community cohesion, build awareness, build understanding‘ (London Traveller Education Inner Area Consortium).

9.3. TESS is at threat of being diminished to obscurity with current Coalition policy. The Comprehensive Review and Localism are leading to cuts in the very services tasked to support the Traveller community to meet their schooling and other learning needs. Interviewees repeatedly called for a continued investment by Government in order to challenge Traveller exclusion from education: - ‗Don‟t put the community on the scrap heap, invest in them.‟ (ITMB)

9.4. Figure 7 reflects evidence presented to the Panel Review (2011) and demonstrates a stark reminder of the impact of Coalition policy on local TESS.

FIGURE 7 The Future of Traveller Education Support in 69 Local Authorities, May 2011

9.5. In RBKC the Language Development Service

supports the education of Traveller families in the Borough. With a part time worker in schools and a team of Education Welfare Officers this support has been essential in the helping families to understand, access and benefit from schooling in the Borough. With the Comprehensive Spending Review cuts, a more streamlined Language Development Service (EAL, Ethnic Minority and Traveller Achievement) is being encouraged to sell its services to schools in order to continue.

10. CULTURE AND VALUES

10.1. It is important to understand the desired effect of

reform on the nature of the interaction between the Traveller community and the sedentary population. Although integration and cultural difference are binary opposites, there is a scale between these positions, and it is important for Travellers to take the lead in determining where on this scale they believe their interests and heritage would be best served and protected.

10.2. Interviewees stressed the importance of a wider societal understanding of traditional and emerging values within the Traveller culture. “We need to, as professionals, understand what the value systems in the travelling community are.” [ITMB]

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RECOMMENDATION: POLICY DEVELOPMENT Deliver

Irish Traveller cultural awareness training to local

authority, educational, voluntary and community

services/organisations in the Borough. Training to be

delivered in collaboration with families on Stable Way

RECOMMENDATION: POLICY DEVELOPMENT Give high

priority to protecting the Language Development

Service funding in RBKC.

10.3. The value of formal qualification, though embedded in much of the sedentary population, is not necessarily shared by Travellers: - „There are family ways of learning that may not be so competitive, where you learn with your family. The whole idea of getting status out of education, with degrees and so on, at the moment doesn‟t seem to be deeply ingrained as an aspiration in Traveller culture.‟ (Social Worker in the South of England)

10.4. Being an educated Traveller maybe perceived as a contradiction of terms, for some members of the community. There remains the „fear that if their children were educated they would not learn the life skills that the community teaches, they'd become kind of soft, book-based, and if they were successful within education they would move away from the culture.‟ (London Traveller Education Inner Area Consortium)

10.5. Alternative constructions of childhood and adulthood can exist in the Traveller community. Particularly an earlier concept of adulthood where Travellers can be perceived as adults or having some adult responsibilities from the ages of 12 or 13. This can lead to conflicting responsibilities for young Traveller people and additional tension particularly at Secondary School, for example, where sedentary regimes of homework exist.

10.6. A gendered way of learning persists with some Gypsy and Traveller families: - ‗Boys can be expected to go working with their uncles and their cousins from an early age and it can be seen as stigma to still be in school. It can be seen as a threat to their identity.‟ (Social Worker in the South of England) With the Traveller female population, a concept of early marriage and honour maintains. „It can be seen as dishonourable for a Traveller woman/girl to be going to secondary school for a long period of time, where she is mixing outside the community with non-Travellers.‟ (Social Worker in the South of England)

10.7. Ryder and Greenfields (2010) identified that amongst their younger female sample there was a ‗strong interest in gaining vocational qualifications which would enable them to balance gender roles rather than performing a purely domestic role in marriage.'

10.8. An article by Levinson and Sparkes (2003)

concerns the relationship between Gypsy culture and the educational system of the South West of England. The article draws out the issues related to identity, and how it is asserted and maintained, for young Gypsy males. It highlights the ways in which different forms of masculine identity are 'performed' and the

tensions that are 'highlighted regarding the ways in which these performances are valued in different communities of practice, and how this operates to maintain an atmosphere of suspicion regarding the educational system'. These tensions, the authors maintain, arise because 'the characteristics of these performances are valued differently in schools when compared with Gypsy families and communities. It is in the latter that their masculine practices (e.g. fighting) and identities are constructed, confirmed, and valued, and it is here that they experience meaningful and authentic engagement.' The research drew out the recurrent theme that a large number of parents have apprehensions that their children might be exposed to oppositional value systems. The evidence gathered highlighted that whilst opportunities are decreasing for all members of the Gypsy community as a result of the re-orientation of the economy in recent times, that 'males were encountering greater difficulties in adaptation.'

10.9. The community is affected by a history of

racism and exclusion, resulting in a lack of confidence and esteem that can exhibit itself in negative attitudes towards education, training and employment. These „roots in racism, make it very hard to get a 'yes we can' attitude.‟ (London Traveller Education Inner Area Consortium) The experiences of employed Travellers, with the Irish Traveller Movement in Britain seem to echo this. „We have a number of young Travellers, five or so and they are getting a really rough ride from the community...They get a rough ride from the community because they are seen to be rising above their station. But if they are seen as rising above their station, it implies to me that their expectation as a community in life is quite low. We need to understand what that is about.‟ (ITMB)

10.10. Ireland is often cited as more progressive in including Travellers in education, with a network of more than 74 graduates. However new tensions are arising as a consequence of this ‗success‘. „The community themselves are feeling under siege almost and threatened by educated Travellers, Travellers who are developing and progressing....There are almost two types of Traveller in Ireland, there are those that are the real Travellers and those that are called the „half Travellers‟. The „half Travellers‟ are the people that are educated, moving up the social strata. They are almost frowned upon because they can read, they can write, because they are

barristers, they are teachers, they are directors of organisations. They have got a really rough ride despite a lot of these Travellers still living on sites.‟ (ITMB)

10.11. The culture is not static. Whilst Gypsies and Travellers have traditionally been demonised by the mass media and more recent portrayals, such as the ‗My Big Fat Gypsy Wedding‘ provide a controversial image created in the production studios, this interpretation underestimates the real diversity of housed and sited Traveller communities.

10.12. There are indications that the community is changing, particularly the housed Traveller community – which, due to the shortage of sites, is the largest majority. They are looking at ways of developing new skills and new values. However „what the community is struggling with is how to move forward whilst retaining their own cultural identity and values. Accepting that they have all changed like everybody else, but it‟s the pace of change and how to do it in the education system whilst giving the Travellers a voice‘ (Social Worker in the South of England).

10.13. Whilst traditionally Travellers „have had to

educate their children for the skills they would need in life,‟ (London Traveller Education Inner Area Consortium) there is an increased recognition from the community that the jobs that Travellers would have traditionally done now require qualifications - health and safety legislation, building regulations etc.

11. GYPSY ROMA TRAVELLER HISTORY MONTH (GRTHM)

11.1. Developed initially in Brent a decade ago, this celebratory month is now moving into its fourth year as a national event. Replicating the Black History Month model, it serves to raise awareness across the wider sedentary population about Gypsy Roma and Traveller culture. This has been a tent pole for a range of activity supported by Traveller Education Services, and assorted third sector groups, in recognising and legitimating Gypsy and Traveller experiences and cultural history as valid.

11.2. Interviewees overwhelmingly supported the month. There should be ‗more of the concept behind Gypsy Roma and Traveller history month. Demystifying and sharing the good bits of the traveller culture with other pupils in the school. Making the traveller child feel more valued and feel therefore more welcome.‟ (RBKC, Supporting People)

11.3. There are serious concerns about the extent and nature of GRTHM activity given the withdrawal of national funding and cutbacks in TESS.

11.4. Harrow Club, Maxilla and NOVA all expressed willingness and a commitment to develop activities for GRTHM.

12. RACISM AND DISCRIMINATION

12.1. Gypsy Travellers have long been marginalised as the 'other'. Recent legislation and policy initiatives have served, in effect, to criminalise a way of life that has existed in this nation for centuries: - deepening the sense of 'otherness' and adding a veneer of legitimacy to displays of open discrimination and acceptable racism.

12.2. Traditionally „the intense racism that Travellers have experienced in the education system is one of the key factors that lead to drop out rate at secondary school level.‟ (Social Worker in the South of England) Overt racism creates increased anxiety amongst Travellers about revealing their ethnicity. „There‟s a complex dynamic, to do with Travellers being a white group where there is the possibility of passing as a settled person and then being revealed as Travellers in school. There‟s tremendous anxiety around that.‘ (Social Worker in the South of England)

12.3. A worrying finding is the covert discrimination by schools that are different in their dealings with Traveller pupils. This subtle bigotry of absent expectations reinforces that the Traveller community is „still the last bastion of discrimination. I think there are still things that can be perpetrated against Gypsy Roma and Traveller communities that simply would not be tolerated with other communities. It has been very accepted that Traveller people will opt for home education - that‟s them out of the way – let‟s concentrate on the people that we know we can work with...I think there are still instances where people pay lip service, because figures are all important. They are not being whole hearted

RECOMMENDATION: POLICY DEVELOPMENT Gypsy

Roma and Traveller History Month has gone some

way towards informing schools and the wider settled

community about Gypsy Roma and Traveller culture,

its values and heritage. With changes to funding

nationally, it is important that funding locally and

embedding in local policy occurs to continue the

momentum gained so far. GRTHM activity should be

coordinated with residents on Stable Way.

in their approach to welcome Traveller children into their school because there is this feeling that it will pull down their stats and bring them down the league tables. Perhaps temporarily, Gypsy and Traveller children could be removed from those tables.‟ (RBKC, Supporting People)

12.4. There are suggestions that Traveller children are being treated differently, with a no registration policy at school. In talking about funding for learning activity at the Harrow Club, the workers describe how ‗the children actually didn't have a place at secondary schools, so there was no follow up.‟

12.5. „Some boroughs have rigid adherence to the rules. So that if a child has poor attendance there will be a meeting and pressure will be put on parents for their children to be attending school. Whereas in this Borough children are very frequently, removed from roll – they are not on roll at any school – and that takes away any responsibility of enforcement by the education authority.‟ (RBKC, Supporting People)

13. PARENTAL INVOLVMENT

13.1. Parental involvement is recognised as a key factor in the attainment of pupils. (DCSF, 2008c) “What seems to be a rupture with the Travelling community is that the parents‟ generation has had very little contact with education even at primary school level. That seems to be a big problem because the parents have had negative experiences of education.‟ (Social Worker in the South of England).

13.2. The evidence suggests that children and young people are reflecting their parent‘s expectations of education. „With this particular Gypsy Roma Traveller group, there are particular problems with things like people being quite afraid of stepping outside their parents‟ experience.‟ (RBKC, Supporting People)

13.3. This generation of younger Travellers are the first to engage in significant numbers with a formal education system and it is important to ensure that the environment is supportive and encouraging. „We have got to remember that these Travellers are the first generations that are coming through. None of their parents have ever been inside the door of any kind of training facility. There‟s baggage and that needs to be

acknowledged and recognised. Maybe we all don‟t have parents that are doctors, lawyers or teachers though I can guarantee you that there are very few of us, whose parents have had no national schooling. These guys, their parents haven‟t had it, and their grandparents most certainly haven‟t had any of it. These are the first generation.‟ (ITMB)

14. LITERACY

14.1. In engaging with the sedentary system of schooling, literacy is essential. The Traveller community has strong oral traditions that can be adverse to reading and writing. Greater understanding of this oral heritage should be developed to ensure that the curriculum has relevance to Traveller culture.

14.2. In a paper by Levinson (2007) it was argued that the conception of 'literacy' that is used in educational policy and provision is too narrow. This is a critical area to for discussion. In a society where verbal modes of communication are essential in every profession, it is startling that this whole mode of understanding and grappling with the world and other social beings is not recognised in so much of the standardised syllabus. Levinson considers alternative conceptions of literacy, areas where Gypsy and Traveller children may have enhanced skills, but which the mainstream educational system fails to recognise, such as, linguistic competencies in negotiation and argumentation. It is important to emphasise that this is not devaluing literacy down, but valuing other skills in verbal expression.

14.3. In education and employment, literacy is a crucial pre-requisite. „Whether you are training to be a Corgi engineer, working in gangs, whatever, dealing with machinery and equipment you have to have some kind of literacy. So literacy absolutely has to be built into things because a lot the guys can‟t move on without it.‟ (ITMB)

14.4. Approximately one third of the interviewees in research by Ryder and Greenfields (2010) had returned to further/vocational education to improve their literacy skills or gain vocational qualifications.

RECOMMENDATION: INTEGENERATIONAL LEARNING

Develop new and existing opportunities for parents and

children to learn together. Some options already exist,

for example, with Parents and Children becoming

computer literate together at NOVA; or adults delivering

informal sessions around cooking, flower making or

Story Telling at the mini-club.

RECOMMENDATION: POLICY DEVELOPMENT Parents

can use their own experiences of racism and broken

schooling as a rationale for their children being kept

‗safe‘ and out of school. In developing educational

inclusion policy for Travellers, very real consideration

should be given to community issues of trust and safety.

RECOMMENDATION: SUPPORTING INFORMAL

LEARNING Share and build on good practice

examples of adult learning activity that exist in other

Boroughs. In one London Borough good practice is

forged around a partnership between families, Library

and Adult Education Services and includes successful

courses in Driving Theory, Computer Literacy and

Cultural awareness in schools.

.

15. SPECIAL EDUCATIONAL NEEDS

15.1. There are very high levels of SEN identification amongst the Traveller community and „although there are genuine SEN related health issues, which can be related to families not being aware of health provision, not identifying things early enough, so there can be a cultural component to that, but I think there is another group who schools are identifying as SEN because their education needs are different.‟ (London Traveller Education Inner Area Consortium)

15.2. A further set of issues is raised with respect to the existence and response to the prevalence of special educational needs in the Traveller community. Following the general pattern of high representation of special educational needs amongst ethnic minority groupings, there is specific concern over the methodology that results in Irish Traveller pupils being 270 per cent more likely to have a special educational need. (Lindsay et al, 2006)

16. PRACTICAL WAYS TO ENGAGEMENT

16.1. Interviewees identified practices that had been used in engaging Traveller children, young people and adults in learning. These included building on the communities‘ oral traditions, Apprenticeship Schemes, Driving Theory provision, Community Development courses, computer literacy sessions and health awareness programs.

16.2. In one example, a local authority built on the rich story telling tradition of Scottish Travellers particularly the published works of Duncan Williamson - a Scottish Traveller who has written a number of Traveller stories that have been collected from Scotland. „What we have done is worked with Irish Travellers themselves, to develop their skills in storytelling based on his stories, and then to read those stories, with accompanying illustrations, to mainstream groups of school children...That‟s been run in mainstream [schools] to improve communication between the cultures. The end of these sessions have involved flower making sessions where Travellers have shared with mainstream school children, the traditional arts of Traveller families. The mainstream children did really enjoy that. That‟s one way of trying to develop positive images of the Travelling community within the local schools.‟ (Social Worker in the South of England)

16.3. In responding to the notion that for some young Traveller people their first encounter with the criminal justice system is as a consequence of not having a Driving License, and that low

levels of literacy were barriers against gaining a full license, a programme of support was developed to help Travellers pass their Driving Theory Test. This hugely successful model has been replicated in Boroughs across London.

16.4. Computer literacy sessions have been

developed that respond to the needs of Traveller families; in one example „introducing computer awareness, so that adults can bid for housing.‟ (Social Worker in the South of England). In one London Bourough these computer literacy sessions have been delivered at the library and have been part of a wider push to make the libraries more accessible and user friendly for the Travelling community. In addition to the computer literacy sessions the library service has ordered a range of books on Traveller history and culture, and is currently looking to order more films and more visual materials so that it will be easier to access for Travellers.

16.5. The Irish Traveller Movement in Britain

currently offers a Level 2 Community Development course to Traveller men and women. From this it is hoped that participants will gain „a much wider understanding of society. Understanding their role in civil society. Understanding the opportunities available to them... And it‟s also about learning very much about other communities. Just because they are Travellers, Gypsy or Roma it doesn‟t mean that they should have to work with their own community.‟ (ITMB)

16.6. The Irish Traveller Movement in Britain is

developing training around the chronic health issues within the community. In teaching people about „good nutrition, about good childcare, about access to good facilities and services. When they know about their healthcare they can challenge and make better decisions....It will also look at well being - mental health - it will look at violence - which is, when I say violence, I‟m talking about domestic, but I‟m also talking about conflict‟. (ITMB)

RECOMMENDATION: SUSTAINABILITY Short-term

initiatives encourage broken learning experiences. A

medium to long term (3-5 year) action plan to be

prepared that tackles Traveller exclusion from

education.

16.7. Interviewees identified that there is a significant

section of the Traveller community whose preference in education is primarily vocational - „life school training, hands on training, stuff that they can see they can make a living out of training, much more so than academia.‟ (ITMB). ‗There is a section of the Traveller community, like sections of other ethnic minorities or the working class communities that want trade courses or apprenticeship courses. It seems that these needs are not being met effectively by mainstream education for the Travelling community. We should look for the development of more appropriate courses and more research among Travellers, Gypsy and Roma about exactly what sort of training courses they would like and look forward to being part of.‟ (Social Worker in the South of England) „There is a real interest in things like hair and beauty, childcare, skills which Travellers feel they can use within their culture‟ (London Traveller Education Inner Area Consortium)

16.8. In an attempt to provide alternative learning

activities for those secondary age pupils not attending school, daytime education classes were established at the Harrow Club. Built on the back of school age people attending the youth club during school time the Harrow Club approached the local authority to identify ways of engaging with these young people. „We were concerned that we didn't want to work with them unless they were supposed to be out of school, that's something we're very clear on with the Education Department.‟ (Harrow Club) Numeracy and Literacy sessions were delivered by tutors from a local Pupil Referral Unit and supported with youth work activities delivered by the Harrow Club. In the event this provision occurred for one academic year and involved year 9, 10 and 11 pupils. ‗Their creative writing and poetry was fantastic...quite a lot of really positive, nice work came from that‟ (Harrow Club) Whilst some „positive destinations´ were achieved with pupils attending college and exploring other routes into employment, education and training, this pilot partnership between the LEA and the Harrow Club has now ceased.

16.9. The Harrow Club has provided a ‗Homework

Club‘ for the last two and a half years - supporting Traveller children and young people with their homework needs. This provision has been received really well and two of the young people attending the Homework Club have gone on to be part of the Harrow Clubs Children‘s Forum – ensuring that the Traveller youth voice is heard.

16.10. A hugely successful Traveller organised boxing and fitness session is delivered at the Harrow Club by one of the young men from Stable Way, and involves settled and Traveller members and a number of young people from the site who attend. Funding has been sought to provide equipment and payment for space, however this still has to be secured.

16.11. NOVA has attended the Traveller Residents Meeting and is develop computer literacy sessions with residents. Starting at entry level NOVA offers provision to adults or children and their parents. While computer literacy is the hook, NOVA provides opportunities to develop new and existing skills in literacy and numeracy; and raise self esteem and confidence amongst participants. NOVA has committed to working with families on Stable Way either on site or at NOVA‘s facility on Portobello Road.

16.12. Kensington and Chelsea College at Maxilla Gardens provides vocational and life skills programmes for young people aged 14-19. The programmes are extremely flexible, looking to build on where the young person is at. Provision includes:

Alternative Schools Programme – „full time course, 5 days a week, from 10-3:15. That programme covers functional skills, which is English, Maths and ICT, it covers a vocational option and it covers personal social development, where they look at rights and responsibilities, preparation for work, all those kind of core skills that you need in order to exist in society.‟(Maxilla) Foundation Learning Tier – „A new programme which is ideal for Travellers and learners that can attend sometimes and then have to have a break for a while, and then come back again – for example, if people are having children. It‟s been created so that people don‟t have to do consecutive 9 months to get a qualification.‟ (Maxilla) Where learners are able to return and complete Units, eventually a full qualification will be gained.

RECOMMENDATION: SUPPORTING FORMAL

QUALIFICATION Kensington and Chelsea College

at Maxilla Gardens, is an ideal resource for

secondary and FE age young people offering

flexible and appropriate academic and vocational

provision. Build links between college and families

on Stable Way.

Stepping Stones Programme. „This is for 16-19 year olds. That programme is exactly the same as Alternative Schools except there is more of a strong emphasis on finding a course, or finding a job, or finding an apprenticeship. There is a lots of mentoring and youth work. The SS course is designed to get the learners thinking about: realistically where am I heading, what do I want to do, what jobs are out there, what apprenticeships are out there, what other courses could I go on from here? SS is a programme that leads into another course on the other site called First Steps. FS I think, is in every subject area. So there should be a FS in Construction, Engineering or Hairdressing, all those things, though they won‟t take you on FS until you have got, at least really a level 1 in literacy and numeracy because obviously you need that before you can go on‟ (Maxilla)

16.13. With close proximity to Stable Way, Maxilla provides an ideal alternative to secondary schooling. Attempts have been made to encourage some of the young people, not attending Secondary School, to attend the Maxilla programmes in Hair and Beauty, however to date have proved unsuccessful.

17. Education, Education, Education

17.1. It is clear that formal education particularly secondary and above, is not providing an equality of service to Traveller and settled people alike. While ‗success‘ in attendance at Primary School is well documented it is clear that this is not transferred onto secondary schooling. It is equally clear that at across all sectors, educational achievement is significantly below the rest of the population. Too often Traveller children are faced with a system which implicitly generates a choice between shame and rejection of their identity in favour of anonymity, or the experience of exclusion and a racism that is still, for too many, a social reality. The last government's policy framework for child safety, Every Child Matters, failed to

remedy the situation. With its introduction this policy was heralded by most as progressive, however the framework became more a tool for funding than an effective protocol for practice. „With Every Child Matters, everybody for one moment was singing form the same hymn sheet as us, and then they stopped...There was this sort of notion that schools have responsibility for all aspects of the child's life, but then they realised that they were still being expected to hit all the targets in relation to education and so they began to draw in their horns so they went back to education.‟ (London Traveller Education Inner Area Consortium)

17.2. The education system is not only failing Irish

Travellers. The fact that it is orientated towards a deficit model that aims at individuals achieving an elite Higher Education experience means that it is fundamentally unsustainable. The education system is structurally designed to fail the majority (Illich, 1971). „[W]e place too much value on going to university and getting a degree, and that you must do that...Some of the brightest, most intelligent people I know are people that haven‟t got that formalised learning. It‟s a very different type of learning that they actually have. They are very streetwise, they are intelligent, and they are emotionally intelligent. It‟s a very different type of intelligence and learning. And I think it‟s about valuing and harnessing that in a very different way.‟ (ITMB)

17.3. Lee and Warren's (1991) paper 'Alternative Education: Lessons from Gypsy Thought and Practice' contains an important defence of alternative theories of education as they relate to nomadic communities.

The central argument recognised that alternative theories of education need to be more praxelogical, adopting concrete practices that challenge the traditional, and failed, approaches within education.

The task for alternative education is thus not merely to advocate for an alternative paradigm, but to show its possibility and practicality. With the Romany community in mind the authors argued that a conscious distinction between schooling and education must remain present, and an openness must be argued for in the development of institutions of education that remain cognitively open to perspective of the Romany community.

The authors note that 'an objective consideration of a genuine alternative perspective such as that of the Romanis,

RECOMMENDATION: POLICY DEVELOPMENT

Local authority to look more closely at disadvantage

and good practice amongst other ethnic groups –

are there common issues to be addressed?

serves to well illuminate our reflection on the whole gamut of educational thought.' This insight is critical. Sometimes we can learn more about the norm by examining the alternative. The perspectives of nomadic communities must not be tied to their own immediate context alone. Rather relations of mutual respect and reciprocity will only be attained when we seek what is universal from this particular perspective and try to incorporate it into our own generalised understanding.

The authors write against the emphasis on increased mainstream opportunities for nomadic children, the 'What can we do for them' approach. They go further and argue that mainstream schooling is demonstrably counterproductive for Romany children as it alienates them from their own identities, whilst simultaneously devaluing these identities as something to be transcended. Furthermore, a mainstream system fails to provide genuinely adequate substitutes in terms of marketable skills. They argue that '...Romanis can, with some justification, point to the success of their own educational system in providing members of their given society with independence, work satisfaction through non-alienated labour, family solidarity and cohesion, and group survival.' The alternative economic skills developed in the community form a deep sense of pride whereby many Romani are in firm agreement with the statement that 'You could put me down anywhere in the world and I could make a living'.

17.4. Exclusion from secondary education is not the prerogative of Travellers. „Quite a lot of kids don't make much progress between KS2 aged 11 and KS3 aged 14, they just kind of plateau, and my personal feeling is that they move from a very kind of cosy class teacher base in primary into secondary where large institutions, a lot of different teachers, a lot of stuff going on socially between the kids. In secondary school kids actually look for a role for themselves and most Travellers aren't going to take the role of boffin they're going to be proud of a „wide boy‟.‟ (London Traveller Education Inner Area Consortium)

17.5. The experiences of a significant number of young black and white working class men, replicates that of Traveller communities. „I went to a presentation in Brixton on the diplomas and almost everyone else there was a Black Connexions worker. They were talking

about disengaged black kids in Brixton and we were all saying the same things:- parents want to know: Is there going to be a pathway into employment through the diploma? And the guy who was delivering said “No that isn't what it's doing. This is not vocational education.” That‟s a shame and I think it's a missed opportunity. There's a philosophical thing about the education system which I feel is dominated by the higher education system and there was this feeling that we can't be too vocational, so we can teach people about hair and beauty but we can't teach them to cut hair, we can give them the skills to run a salon, do a spreadsheet, business management all those sorts of things but we‟re not going to give you anything actually useful, and I think that's an issue for a whole section of working class kids, I don' think that's an issue for Travellers, but is a problem working in this educational system.‟ (London Traveller Education Inner Area Consortium)

17.6. The focus on attainment statistics is not providing

a suitable emphasis. It fails to consider issues of environment and specifically what environments different individuals and groups may need to succeed in. It does not begin from where people are. In setting benchmarks, targets and national expectations, children‘s and young people‘s personal achievements can be sidelined. „You have to move kids from where they are to where they can get to, so if you have a target which is for many families, they know it's not their target it's a target of the system, but for many families you might have a kid with serious special needs and getting to a level 2 at some point in their education might be a big achievement for that kid, but the kind of national target setting and all those benchmarks don't take account of that, and I have a personal beef about statistics, I mean I actually love statistics but they're meant to give you a clue what to look at in more detail so it's not 'oh, you know you have failed'‟ (London Traveller Education Inner Area Consortium)

17.7. „There is ample evidence that it is not a good idea to have a singleton child. Traveller children are most comfortable when they have other Traveller children – they are a little cohort. I think that the idea of trying to stick a child in a secondary school, as has happened in this Borough, is not the way to go. I don‟t honestly think that sometimes all services are creative and flexible enough.‟ (RBKC, Supporting People)

18. FINDINGS: FAMILIES ON STABLE WAY

18.1. The experiences and views of those Irish Traveller families on Stable Way are presented here. Drawing from individual and group discussions, formal recorded interviews, noted interviews, participation at resident meetings; and participant observation these views and experiences are presented to inform the context of Traveller education and identifies emerging themes.

19. EXPERIENCE OF SCHOOLING

19.1. Participants were asked to recall their experience of schooling. Responses included what they found useful and enjoyed, negative experiences of discrimination and more general statements about leaving school.

19.2. Most respondents (80 per cent) indicated that

they enjoyed certain parts of the curriculum wile at school. Art, English, PE, Needlework, Mathematics, Cooking and History were subjects identified as enjoyable whilst at school.

19.3. Interestingly, those 3 respondents aged 17-24

all reported having largely positive memories of schooling. One respondent reflected „looking back it wasn‟t so bad, it was a safe environment. When I left I missed it.‘ Another explained that they ‗liked everything about school. The teachers and other kids were friendly.‟ While too small a sample to draw any wider conclusions, these comments provides a contrast to much of the research that indicates issues of discrimination are key factors in the non-attendance and attainment of Traveller children/young people.

19.4. The responses of older Travellers however,

very much reflect experiences at school littered with racism and discrimination. There was frequent reference to being treated differently by teachers and pupils: - ‗Some Travellers were put in special class just with other Travellers, though my parents made the decision that I would be in the main class with settled people.‟ „I got bullied at school and I was afraid to speak out...got called a „knacker‟ and „tinker‟ and all sorts of things.‟

19.5. Of current interest is an increase in the reported levels of discrimination at school, as a result of the Channel 4 documentary ‗A Big Fat

Gypsy Wedding‘. Parents explained that their children, since the show has been broadcast, have received an increase in abusive comments including regular reference to ‗grabbing a wife.‘ Such programmes present a biased view, reinforcing stereotypes that fail to recognise the diversity of the Traveller culture and that help foster discriminatory experiences.

20. SCHOOL ABSENTEEISM

20.1. There was some evidence that a multi-

generational absence from school provides additional barriers, even fear of schooling: - ‗That thing home work, I couldn‟t do it. My mother and dad couldn‟t read or write. I used to be terrified on a night about going to school in the morning, in case they asked for this homework.‟

20.2. Conversely the lack of adult schooling for some

provides a spur to ensure their children have a different experience. „It‟s a big thing today for the Irish Travellers to get education. As I said before their fathers and mothers never got none. So they don‟t want to bring up the children in the same way they were brought up. With the Travelling people, there are some of them now working with the council. You must read and write if you want to work with the council.‟

20.3. The total sample (100 per cent) explained that they had left school at or before the age of thirteen. In all cases this absenteeism had not been challenged by the local authority Education Service. „My children just dropped out of school. Nobody ever came and asked why they weren‟t at school or why they didn‟t go back.‟

20.4. Some respondents explained that even if this ‗drop out‘ were challenged; their children would not attend school: - „Once you got to that age 13, you didn‟t want to go to school. At that age you are too big to go to school.‟ „When I finished 6th class I would be taken out of school as that is tradition.‟ „We live a different life. Looking at that [education] as a settled life - college, school and all that.

20.5. There are strongly held mores particularly with regard to gender and sexuality. These traditions can result in young women, particularly, leaving school at an early age. „When they come to 12 or 13 they can‟t mix. If a girl is seen talking to a boy, things are going to be said and no parent wants anything said about their children. You have to protect the young ones; you don‟t want their name going out.‟

20.6. In looking at experiences/memories of

schooling, 2 respondents indicated that they became disengaged from schooling around a move in accommodation. „I moved from my address so didn‟t go to secondary after year 9.‟ „Left school at 11. Was in a house and when we moved I didn‟t go back to school.‟

21. HEALTH INEQUALITIES

21.1. Inequalities in health on Stable Way are evident. Many children suffer from Asthma and skin irritations. ‗Nerves‘ – anxiety and depression, are prevalent in many families and often prescriptive medication is used as the only remedy.

21.2. Caring for other children and family members

can be a core part of many young peoples‘ everyday experience. Where a parent has particular health and well-being needs, those young peoples‘ caring responsibilities at home can be demanding and results in school absenteeism. „It may be in my mind anyways to overdose and someone has to watch me. Someone has to be watching me. I know it‟s hard for the children to have to watch me though that‟s why I‟m on anti-depressants.‟

21.3. Health inequalities add to school absenteeism.

With more frequent illness and consequent medical appointments Traveller children/young people will be absent more often.

22. ELECTIVE HOME EDUCATION

22.1. Some of the respondents (20 percent) indicated that they had chosen, at some point, to opt for ‗Elective Home Education‘, rather than send their child to school. „I got a home tutor for [my daughter]. We had to do it ourselves, get some kind of help. What we done is contacted someone who helped us, contact a tutor who came down twice a week, £25/hour. She was doing good, as a matter of fact they were doing better than they were doing in school, though I couldn‟t keep paying for the tutor and maybe at the time, if I had got more help with the tutor, they would have been better off.‟ „We are still trying to get a tutor onto the site to take the kids two days a week at least. And if the mothers have to pay something, we get a bit of help; we are willing to pay the rest. At least you‟re getting 2 or 3 days education...If the Trust can pay towards it; we can pay towards it as well.'

23. SERVICES AND ORGANISATIONS

PREVIOUSLY ACCESSED

23.1. Participants were asked to identify services that they had usefully accessed during the last five years. Figure 8 shows the results of these responses.

23.2. Nearly half of the responses (46 per cent) identify accessing a WDT funded or supported activity. Considering the overwhelming response it is clear that WDT has provided services that are meeting need and the commissioning of this study will hopefully continue that trend.

FIGURE 8 Interviewee reporting of services accessed by Traveller families during the last 5 years

RECOMMENDATION: POLICY DEVELOPMENT

Research absenteeism due to a move in

accommodation. Explore targeted intervention for

those pupils newly moving into the Borough.

RECOMMENDATION: HEALTH PROMOTION Explore

a more holistic approach to tackling anxiety and

depression, including counselling and conflict

resolution alternatives.

24. SOUTHWARK TRAVELLER ACTION GROUP (STAG)

24.1. There is disagreement amongst some families and WDT, over the decommissioning of Southwark Traveller Action Group (STAG). STAG has provided essential support and advocacy work on the site for more than four years, gaining the respect and trust of many families. With an across-Borough network and expertise in legal matters, STAG has been invaluable in helping families and there is frustration that this service will no longer be available in its current form on Stable Way. Whilst other local advocacy and support services will be available to pick up some of this work (Advice Now for example), for some residents, the relationship with STAG goes beyond just the work. Residents have built a relationship with STAG and there is strong feeling that „whilst the Trust talks about listening to our needs, it doesn‟t really. We want an independent group to help us and STAG is.‘ While not a universal voice, many of residents value STAG‘s input and want it to continue. The relationship with the STAG worker, Claire Irving, was highly valued by many respondents. As one resident explains „we can say things to Claire, that we can‟t say to you as a man or Rose as she works for the council‟

25. TYPES OF SERVICES ACCESSED

25.1. STAG, Advice Now, RBKC Supporting People,

Citizen Advice Bureau and the WDT Freelancer, were Advocacy and Support services accessed by residents. In total nearly 70 per cent of all responses related to these services. This high incidence of access begs questions as to the amount of advocacy and support required and the skills of the community to meet their needs.

25.2. As part of the study, participant observation at

the Mini-Club, is taking place. Funded by RBKC Early Years team and supported by staff and volunteers from WDT, this on-site playgroup for under eights, takes place twice a week, during evenings.

Attendance at the Mini-Club varies though regular attendance of between 5-8 children is guaranteed. With an ethos of learning through play, activities include: play indoors with sand or outside with the slide, developing numeracy with card games, building with LEGO, creative drawing, story reading and recently discovering more about the world through e-learning resources. Though targeted at under eights there are frequently older young people who attend, sometimes as helpers and at other times simply because they want to be involved. The mini-club is mostly valued by residents, providing a much needed respite for parents around a busy part of the day. Indeed there is an identified demand that the group meet more nights and be visibly open to different age groups.

25.3. Though not referred to by respondents, the

study has witnessed that RBKC Health services are accessed by residents on Stable Way. For example, a health awareness day on Stable Way in April, around dentistry, was attended by 22 people.

25.4. Interesting by their absence is the non-

involvement of Connexions or the Youth Service on the site. None of the respondents indicated accessing these services. This has not always been the case though certainly during the time of the study Connexions have provided a much reduced service.

25.5. Interviewees valued services where they had a

history and trust with an individual. There were repeated comments around the community „getting to know someone, and then they are gone.‟

RECOMMENDATION: COMMUNITY VOICE AND

INFLUENCE There are genuine resident concerns

over the decommissioning of STAG on the site. In

listening to residents it is highly recommended that they

be involved in future commissioning of services – for

example, as part of the interviewing panel.

RECOMMENDATION: SUPPORT INFORMAL LEARNING

The mini-club is well received and may be extended

to more nights per week and open to different age

groups. With a captive audience of primary age

pupil’s consideration should be given to structured

sessions, with outcomes for the children that reflect

those at school.

RECOMMENDATION: SUSTAINABILITY Long term input

with consistency/familiarity of workers is essential to

tackle education exclusion. Delivering on the WDT

£15,000 / annum could happen in many ways. However

the funding is allocated it is highly recommended that a

familiar face remains in place.

1

3

1 1 1 1 1

4

1 1 1 12

Welding Computer training

Knitting Cooking and Baking

Trips for women

Karaoke Bingo evening

STAG Support with form

filling/phone calls

Womens Rugby Team

Parent and Toddler Group

Improved repair

services

Hut open during the

day

Vocational Training

Formal education

Informal education Leisure Activities Support and Advocacy Sporting Activities

Family Activity

Other

26. REQUIRED SERVICES IN THE FUTURE

26.1. Respondents were asked to indicate areas of interest (Figure 9) and specifically what WDT should be promoting as future activity (Figure 10)

26.2. Computer Literacy was identified by 4

respondents as an area of interest that they would like to explore further. This interest included generic computer skills, specific web searching to be able to find pictures and songs and social networking „I‟d love to learn how to use the laptop.‟

26.3. Among the interviewees there was a high

response to interests that had a vocational element to them, for example, advanced courses in Welding and Plumbing, First Aid Certificate, Building Safety Badge and Maths for Construction. This is in keeping with

research by Ryder and Greenfields (2010, p.120) where participants reported a preference for vocational and experiential learning that „would better reflect the cultural aspirations of their communities.‟ „Without the education, you couldn‟t go forward. Without education you couldn‟t get a driving license. And when you went for a job, they‟d say can you fill that in. A lot of Irish people couldn‟t fill that in, so that was no driving license, no job.‟

26.4. Interviewees clearly identified that, more than

any other service, support and advocacy should be promoted in future activity. Of this STAG was identified by 4 of the 10 respondents (40 per cent) as being the service to promote.

26.5. The interest in computer literacy was again

reflected in interviewees‘ responses, with 3 of the 10 respondents (30 per cent) indicating that this provision should be promoted by WDT. „The emphasis on e-inclusion and the development of top-down IT inclusion strategies are particularly important, considering there is significant and increasing evidence that the internet can play an important part in supporting disadvantaged groups to improve their literacy and numeracy skills and to learn about employment and training opportunities‟ (Connecting Communities, Tackling Exclusion, 2003 as cited in Ryder and Greenfields, 2010, p.129).

The desire for additional education support to be delivered on site was echoed by residents. by 2 respondents who felt that the community Hut should be open during the daytime. „There should be tutors on the sites for the young ones. Courses where they want to go to, like hairdressing and childcare.‟

4

2

1

1

1

2

1

1

2

1

1

2

0 1 2 3 4

Computer Literacy

Fitness Classes

Beauty Classes for adults

Knitting and Crochering

Maths course for construction

First Aid

Building Safety Badge

Advance Course in plumbing

History of Travellers

Advance course in Welding

Boxing coach certificate

Childcare

FIGURE 9: Number of Interviewees reporting their interest

FIGURE 10: Number of Interviewees reporting the types of activity WDT should be promoting in the futre

RECOMMENDATION: ACCOMMODATION Poor

accommodation underpins other inequalities.

Attempts to include Travellers in education have to

work hand-in-hand with securing decent and

appropriate site accommodation.

RECOMMENDATION: ACCOMMODATION Develop

new group housing provision as part of the White

City Opportunity Area

RECOMMENDATION: COMMUNITY VOICE AND

INFLUENCE Continued support and development of the

Residents Association. This group is still embryonic and

whilst there has been some limited success through small

grants applications, the group requires additional officer

role training and intensive support to become self-

managing.

27. ACCOMMODATION AND EDUCATION

27.1. Although the focus of the study is education, respondents clearly stated that accommodation was the key to unpicking educational inequality. Responses by residents indicated that the physical environment is the single most important factor. 9 of the 10 respondents (90 per cent) stated that in order to improve educational inclusion, first they had to have somewhere decent to live.

„One thing would be to build new sites. Not to try and push us in to a life that they live and that we don‟t know. It would be like asking them go come and live on a site when they were reared and grew up in a house. If they built sites it would take an awful lot of pressure off Travellers.‟ „Now people are coming along and saying to us, would you like to live in bricks and mortar. I lived in bricks and mortar for 6 years waiting for a council house. My children nearly went mad. If they played football, the neighbours complained. They complained 24/7, the council never left my door. I was more time having the children sitting in front of me because they couldn‟t play....A pitch came up and I‟m on my own ground. The children can play, they can run and scream and there‟s no-one coming and saying „you stop that! They are closing down Traveller sites all over the country, then they discriminate against Travellers in houses. Where are we supposed to go?‟ „Without the education and without sites the Irish people aren‟t going to get treated equally.‟ „To reduce inequality you need steel cages along the top of the motorway so they don‟t throw stuff over. Reduce visibility of Tower Blocks. Sound proofing against traffic noise - like M1 entrance to London‟ „Build a new site. Obviously we want to be together and not go in houses. We want to be together as we are so used to being around each other.‟

27.2. In improving accommodation provision, opinions were divided between those who required a new site or sites; and those who thought that the existing site should be refurbished to enable it to be of decent standard.

28. STABLE WAY RESIDENTS ASSOCIATION (Association)

28.1. It seems fitting to end this interim summary with a brief discussion of the residents own Association. The Association has existed since October 2008. Closely supported by RBKC, Supporting People, ITMB, WDT, Harrow Club and Advice Now, the association has recently (August 2010) constituted itself as a formal and legal voluntary group. It aims:

- To improve the quality of life of Travellers living in the RBKC

- To improve the voice and participation of Travellers in the policies and decisions affecting them

- To enable access to debt and legal advice - To enable a place for children, young people and

adults to come together to learn and have fun together

- To work for and with, and to represent, Travellers living on Stable Way

28.2. The Association is currently establishing a bank

account and seeking registration with the

Charities Commission.

28.3. Recently securing funding from Grassroots Grant

and WDT and in kind contributions from NOVA

and RBKC the Association has developed a

programme of Computer Literacy in April – June

2011. This will involve taster session on site in the

Hut, and activity with Parents and Children at

NOVA. In addition the Royal Borough of

Kensington and Chelsea will deliver Introduction

to IT sessions again in the Hut.

28.4. Whilst there is support for the Association by

most residents, there is still the fear that this is

another ‗red herring‘ that does a lot of talking

though without much meaningful action. For those

officers actively involved with the Association this

can be a barrier to full participation.

REFERENCES

Burchill,J. Flynn, W and Russell M (2005) A report on the work by the PCT‘s Health Support and Health Improvement teams in conjunction with other services on the Westway Travellers‘ Site, Available at: http://archive.westminster.nhs.uk/pdfs/TravellersSiteReport.pdf (15 April 2011)

Bhopal, K and Myers, M (2009) A Pilot Study to Investigate Reasons for Elective Home Education for Gypsy and Traveller Children in Hampshire, Hampshire County Council: Ethnic Minority and Traveller Achievement Service

Cemlyn, S, Greenfields, M, Whitwell, C and Matthews, Z, (2009) Inequalities experienced by Gypsy and Traveller communities: a review. (Research Report no. 12), London: Equality and Human Rights Commission, Available at: http://www.equalityhumanrights.com/uploaded_files/research/12inequalities_experienced_by_gypsy_and_traveller_communities_a_review.pdf [28 March, 2011] Commission for Racial Equality, (CRE) (2006) Common Ground: Equality, good relations and sites for Gypsies and Irish Traveller, London: CRE Department for Children, Schools and Families (DCSF) (2008a). Pupil Characteristics and Class Sizes in Maintained Schools in England, January 2007(Provisional). London: HMSO. Available at: http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000726/index.shtml [20 March, 2011]

Department for Children, Schools and Families, (DCSF) (2008b) Attendance advice: Gypsy, Roma and Traveller children, London: HMSO

Department for Children, Schools and Families, (DCSF) (2008c) The Impact of Parental Involvement on Children's Education, London: HMSO

Department for Children, Schools and Families, (DCSF) (2009a) Improving Educational Outcomes for Gypsy, Roma and Traveller Pupils - What works? Contextual Influences and Constructive Conditions that may Influence Pupil Achievement, London: HMSO. Available at: http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR170.pdf [20 March, 2011]

Department for Children, Schools and Families (DCSF) (2009b) The National Strategies: Moving forward together: Raising Gypsy, Roma and Traveller achievement, London: HMSO

Department for Education and Skills (DfES) (2005). Ethnicity and Education: The Evidence on Minority Ethnic Pupils (Research Topic Paper RTP01-05). Nottingham: DfES

Greenfields, M and Smith, D (2010) Housed Gypsy Travellers, Social Segregation and the Reconstruction of Communities, Housing Studies, 25:3, 397 — 412

Freire, P (1970) Pedagogy of the oppressed, New York: Herder and Herder

Independent Catholic News (Sept 2007) Irish Travellers on the Westway, Available at http://www.indcatholicnews.com/news.php?viewStory=10731 [10 April, 2011] Illich, I (1971) Deschooling Society Calder and Boyers Ltd

Kemmis, S (1983) ‗ Action Research‘ In Husen, T. and Postlethwaite, T. (Eds.) International Encyclopedia of Education: Research and Studies, Oxford: Pergamon.

Lee, K and Warren, W (1991) Alternative Education: Lessons from Gypsy Thought and Practice', British Journal of Educational Studies, Vol. 39, No. 3, pp. 311-324), Levinson, M. P. and Sparkes, A (2003) Gypsy Masculinities and the School-Home Interface: Exploring Contradictions and Tensions, British Journal of Sociology of Education, Vol. 24, No. 5, pp. 587-603

Levinson, M.P. (2007) Literacy in English Gypsy communities: Cultural capital manifested as negative assets, American Educational Research Journal 44(1), 5-39.

Lindsay, G. Pather, S. & Strand, S. (2006) Special Educational Needs and Ethnicity: Issues of Over-and-Under-Representation. DfES Reseach Brief, No: RB757

McTaggart, R (Eds.), (1997) Participatory Action Research – International Contexts and Consequences, New York: Albany

Office for National Statistics (ONS) (2008), Diversity and different experiences in the UK: National Statistician‘s Annual Article on Society, London: HMSO

Office for Standards in Education (OFSTED) (2003) Provision and support for Traveller pupils, HMI 451, London: HMSO

Office for Standards in Education (OFSTED) (2009), Outstanding local authority children‘s services 2009, London: HMSO Available at: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Outstanding-local-authority-children-s-services-2009 (15 April 2011)

Panel Review (2011), Final Recommendations and Report of the Panel Review into the Coalition Government Policy on Gypsies and Travellers, Joseph Rowntree Charitable Trust

Pant, M (undated), Participatory training methodology and materials, Available at: www.unesco.org/education/aladin/paldin/pdf/course01/unit_12.pdf [10 Dec 2010]

Parry, G., Van Cleemput, P., Peters, J., Moore, J., Walters, S., Thomas, K. & Cooper, C. (2004) The Health Status of Gypsies and Travellers in England, Sheffield: ScHARR.

Plowden Report, (1967) Children and their Primary Schools. London: HMSO.

Royal Borough of Kensington and Chelsea (22 Nov 2010), Key Decision Report For Decision by Councillor Coleridge, Cabinet Member for Housing and Property Report by the Head of Housing, FUTURE MANAGEMENT OPTIONS FOR STABLE WAY TRAVELLER SITE, Available at: http://www.rbkc.gov.uk/committees/Document.ashx?czJKcaeAi5tUFL1DTL2UE4zNRBcoShgo=Wx9HkL7HfUK9dFbq01GVIgBNRj1zIHStorBDaAhAkI1fKq7VHWKxPg%3D%3D&mCTIbCubSFfXsDGW9IXnlg%3D%3D=hFflUdN3100%3D&kCx1AnS9%2FpWZQ40DXFvdEw%3D%3D=hFflUdN3100%3D&uJovDxwdjMPoYv%2BAJvYtyA%3D%3D=ctNJFf55vVA%3D&FgPlIEJYlotS%2BYGoBi5olA%3D%3D=NHdURQburHA%3D&d9Qjj0ag1Pd993jsyOJqFvmyB7X0CSQK=ctNJFf55vVA%3D&WGewmoAfeNR9xqBux0r1Q8Za60lavYmz=ctNJFf55vVA%3D&WGewmoAfeNQ16B2MHuCpM

RKZMwaG1PaO=ctNJFf55vVA%3D (15 April 2011)

The Royal Borough of Kensington and Chelsea (Adopted 8 Dec 2010), Core Strategy, Available at: http://www.rbkc.gov.uk/planningandconservation/planningpolicy/corestrategy.aspx (20 March 2011)

Ryder, A and Greenfields, M (2010); Roads to Success: Economic and Social Inclusion for Gypsies and Travellers, London: Irish Traveller Movement in Britain

Stringer, E (2007). Action Research (Third Edition). London: Sage

Susman, G (1983) Action Research: A Sociotechnical Systems Perspective, Ed. G. Morgan. London: Sage Publications,. p. 95-113.

Swann Report, (1983) Education for All, London: HMSO

Yin, R (1989), Case Study Research, California: Sage, pp. 22-26.

APPENDIX 1: Examples (with comments) of sources of documentation examined as part of the research, Nov 2010 – May 2011

OFSTED (2009), Outstanding local authority children‘s services 2009, London: HMSO Available at:

http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-

reports/Outstanding-local-authority-children-s-services-2009

Comment: This report highlights aspects of best practice in the 10 children‘s services judged by Ofsted in 2009 to be

performing excellently; this is the highest of four ratings. In relation to pupils with a Traveller Heritage in RBKC two

areas were highlighted. „1. Multi-agency partnerships have been very successful in dealing with the social and

educational inequalities of pupils from Irish Traveller backgrounds. Partnerships have established alternative

educational provision at a local youth club for secondary-aged pupils who are out of school. 2. Support for parents,

personalised education plans to help with progress and recreation opportunities have all helped to raise the young

people‟s expectations and re-engage them in learning. The local authority also organises forums for practitioners to

build effective networks. These have influenced strategy and disseminated effective practice.‘ However with respect

to point 1 the provision at the youth club no longer exists and with respect to point 2 it is not clear how children and

parents have been re-engaged in learning.

Burchill,J. Flynn, W and Russell M (2005) A report on the work by the PCT‘s Health Support and Health Improvement

teams in conjunction with other services on the Westway Travellers‘ Site, Available at:

http://archive.westminster.nhs.uk/pdfs/TravellersSiteReport.pdf

Comment: Good practice Health research and activity on Stable Way from 2000-05. Clearly targeting the residents‘

needs and reporting on how well these have been responded to. Health practice remains strong on Stable Way

today, however many of the needs identified in this report are still present.

The Royal Borough of Kensington and Chelsea (Adopted 8 Dec 2010), Core Strategy, [Online] Available at:

http://www.rbkc.gov.uk/planningandconservation/planningpolicy/corestrategy.aspx

Comment: Essential to tackling exclusion in education is having somewhere decent to live. The opportunity of

embedding new site targets in the Core Strategy has passed and although identifying areas for new site(s)

development is to be undertaken through the DPD process; there is still the fear from residents that no new site(s) will

be developed. The ‗White City opportunity Area‘ development is something currently being consulted on and should

be explored further with regard to developing a new site(s), particularly given the Westminster, RBKC and

Hammersmith and Fulham tri-Borough working. For further information on the development see:

http://www.lbhf.gov.uk/Directory/Environment_and_Planning/Regeneration/Regeneration_projects/122809_White_Cit

y_Opportunity_Area.asp

The Royal Borough of Kensington and Chelsea (22 Nov 2010), Key Decision Report For Decision by Councillor

Coleridge, Cabinet Member for Housing and Property Report by the Head of Housing, FUTURE MANAGEMENT

OPTIONS FOR STABLE WAY TRAVELLER SITE, Available at: http://www.rbkc.gov.uk/committees/Document.ashx?czJKcaeAi5tUFL1DTL2UE4zNRBcoShgo=Wx9HkL7HfUK9dFbq01GVIgBNRj1zIHStorBDaAh

AkI1fKq7VHWKxPg%3D%3D&mCTIbCubSFfXsDGW9IXnlg%3D%3D=hFflUdN3100%3D&kCx1AnS9%2FpWZQ40DXFvdEw%3D%3D=hFflUdN3

100%3D&uJovDxwdjMPoYv%2BAJvYtyA%3D%3D=ctNJFf55vVA%3D&FgPlIEJYlotS%2BYGoBi5olA%3D%3D=NHdURQburHA%3D&d9Qjj0ag1P

d993jsyOJqFvmyB7X0CSQK=ctNJFf55vVA%3D&WGewmoAfeNR9xqBux0r1Q8Za60lavYmz=ctNJFf55vVA%3D&WGewmoAfeNQ16B2MHuCpM

RKZMwaG1PaO=ctNJFf55vVA%3D

Comment: Good site management is important to families on Stable Way. In developing this decision report and

organising a project group to oversee the process, residents on Stable could have been more involved. They have

been informed of progress though not part of the process in a participatory way and this is despite at 6.2 of the report

stating that Stable Way Residents Association could be part of the project group. It is essential that residents are part

of the interviewing process. There is a resident who is interested in developing site management skills and the hope

of self management amongst the residents is something that could be investigated further.