Gypsy, Roma and Traveller pupils – 6 ways to improve their outcomes
GRT students have the highest temporary exclusion rates and the lowest attendance, so here are some tips to help the statistically most vulnerable group in British schools, says Sarah Watkins…
When considering students of marginalised ethnic groups, how quickly would Gypsy, Roma and Traveller (GRT) pupils come to mind?
GRT students are statistically the most vulnerable of any identified group of pupils in the UK. They have the highest temporary exclusion rates and the lowest attendance.
The DfE highlighted GRT pupils as a vulnerable group in Ofsted’s inspection framework.
In the 2018 update, Sean Harford wrote: “Despite the setting up of a ministerial working group on tackling inequalities experienced by the Gypsy and Traveller communities, outcomes over the last three years have continued to decline.”
Researchers who contributed to a government report called ‘Improving the Outcomes for Gypsy, Roma and Traveller Pupils,’ identified six conditions that could lead to improved outcomes for GRT pupils:
1 | Safety and trust
Schools that proactively tackle discrimination and bullying will be more trusted by GRT communities. Many schools have anti-bullying policies that explicitly refer to Gypsies and Travellers, reinforcing the message that GRT ethnicity is a protected characteristic.
2 | Access and inclusion
Culturally responsive schools secure better results for GRT pupils. Ledbury Primary in Herefordshire sees diversity as a positive for the school community. The school has a strong focus on values-based education, and emotional literacy and social skills are prioritised. Assemblies and workshops on Traveller culture dispel myths and improve inclusivity.
3 | Flexibility
Schools need to pursue a ‘problem-solving approach’ to policies, based on dialogue with parents. Kerry Brennan, who is a Traveller and a mum, comments: “If Traveller children show challenging behaviour, teachers should think about the reasons behind it. We are very much adults before our time and often we have been through serious traumas.”
4 | High expectations
Flexibility needs to be combined with high expectations of attainment, attendance and behaviour. The report promotes the use of joint ‘scripts’ between schools and communities such as: ‘Gypsy, Roma and Traveller pupils do well at this school.’
In a recent ITV documentary, boxer Tyson Fury, nicknamed the Gypsy King, challenged his wife, Paris, who said that she wanted her children “brought up as Travellers,” leaving school at 11. Tyson disagreed, labelling parents who limit their children’s aspirations as “dream killers”.
5 | Partnership
Sarah Holmes comments on partnership work at Bankside Primary in Leeds, a school with an excellent reputation for positive engagement with the Traveller community.
“We made it our priority to ensure that the GRT community felt included and just as much as part of the school community as everyone else. We noticed during nursery home visits that families were unsure about how to access basic services so we created a Friday afternoon family group where parents could learn key skills. A creche was provided for young children. We shared cooking, music and stories from both our cultures, resulting in the most wonderful relationships being built and increased school attendance. The Traveller community brings so much joy and life to our school.”
Partnerships between Travellers themselves can also be powerful. “I do as much as I can from home,” says Kerry Brennan.
“I help mums with filling in forms, appointments with schools, helping them read reports and explaining what they mean. We have to stick together and support each other. I seem to be the missing link to build this bridge in my community. People need to understand the issues we are facing. The LA has no funds for us. It’s all been cut.”
6 | Respect
This needs to be promoted as a two-way process. Teacher Sarah Brombley at St Nicholas School in East Challow, Oxfordshire, says:
“As a school, we are conscious of the culture and differing needs of the Traveller community. When Traveller families are working with us, we work positively too. There is mutual respect and the Traveller community knows that we take their concerns seriously.”
The attainment of GRT pupils is influenced by many complex factors and there is much work to be done on tackling the inequalities facing these communities. However, many schools prioritise the relationships with GRT families, leading to benefits for the school too.
Claire Martin-O’Donoghue, headteacher at Polegate School in East Sussex says:
“We have celebrated GRT culture through different events, which drew in our local GRT community to share skills and traditions. This work contributed to our very recent ‘outstanding’ judgement from Ofsted in all areas. Our relationships are built on trust and understanding. We have now had generations of the same families come through the school. We recognise that we won’t always agree but we have very open communication which is based on mutual respect. This enables us to find a compromise and solutions together.”
Sarah Watkins has taught every year group and was previously head of school. She is an SLE (English) and currently teaches Reception.
