A Good Practice Guide for improving outcomes for Gypsy, Roma and Traveller Children in education

A Good Practice Guide for improving outcomes for Gypsy, Roma and Traveller Children in education

This report outlines good practice in the education of Gypsy, Roma and Traveller (GRT) school children in the UK. It interviews schools, provides case studies, and includes an overview of the findings from Traveller Movement’s three year education and advocacy project. Without a shadow of a doubt much more needs to be done to improve the attainment and educational outcomes for Gypsy, Roma and Traveller pupils in the UK.

Researchers highlight seven case studies where children and their families were assisted by the advocacy team. The presenting issues include: racist bullying; unmet Special Educational Needs; school exclusion; admissions and transport; discrimination; attendance and; elective home education. Each case evidences a high level of need by families, the complex and bureaucratic nature of school systems, and the level of advocacy required to address each issue. What was also apparent from analysing the casework was the level of prejudice and discrimination exhibited by schools, many of whom were unaware that GRT are distinct ethnic groups. The Traveller Movement also interviewed schools with high GRT populations and good attainment to ask what they were doing to ensure GRT children reached their full potential.

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Early Years Outreach Practice

Supporting early years practitioners working with Gypsy, Roma and Traveller families with transferable ideas for other outreach early years workers.

This document is aimed at anyone working outreach with children from Gypsy, Roma and Traveller communities. Its purpose is to share and reflect the work, knowledge and ideas of practitioners nationally. It draws on the experiences and understanding of practitioners currently working in rural and urban locations, within Traveller Education Support Service (TESS) teams and in Sure Start Children Centres in the UK. The information and ideas contained in this document may be transferable to practice with other families currently excluded from early years services.

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