Aiming High: Partnerships between schools and TESS in raising the achievement of Gypsy Traveller pupils

Introduction

'Working towards and achieving good practice in the education of Gypsy Traveller pupils is the responsibility of everyone within the education system - DfES, LEAs, schools, teachers, governors, the Traveller Education Support Services, parents and pupils.'
Foreword to Aiming High: Raising the Achievement of Gypsy Traveller Pupils, DfES 2003

This paper sets out to summarise aspects of effective partnership working between schools and Advisory or Support Teachers who work for local Traveller Education Support Services (TESS).

For a broad overview of good practice in raising the achievement of Gypsy Traveller pupils, see Aiming High: Raising the achievement of Gypsy Traveller pupils (DfES/0443/2003) www.standards.dfes.gov.uk/ethnicminorities. Detailed case studies of effective practice will follow on the Primary National Strategy website.

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Background
In its 1999 report Raising the attainment of minority ethnic pupils(HMI 170), Ofsted highlighted the fact that Gypsy Traveller pupils, mostly those of either Gypsy/Roma or Irish Traveller heritage, are at the greatest risk of underachievement. The Swann report of 1985,Education for all, identified Gypsy Traveller pupils as being strongly affected by factors such as racism and discrimination, myths, stereotyping and the need for stronger links between parents and schools. More recently, the Commission for Racial Equality has identified racism against Gypsy Travellers as extreme, pervasive and socially unacceptable and Ofsted have stated that '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, 2003.

The term 'Traveller' is used to cover a wide range of identified groups associated with a nomadic lifestyle. These include Gypsy/Roma and Travellers of Irish heritage (which have minority ethnic status), Fairground families, New Age Travellers, Circus families, barges and other families living on boats.

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Settled society tends to have a notion of community which is locally based and geographically constrained. Gypsy Traveller communities are dispersed and do not have a clear local focus. Thus extended family and religious events such as weddings and christenings, or socio-economic gatherings such as horse fairs, will draw together extended family groups and reinforce communal identity. Where schools have a Gypsy caravan site in their catchment area there is potential for recognising Gypsy Travellers as a local community group and reflecting their history and culture within the school. However, the majority of Gypsy Travellers now live in housing and many primary schools may have children from one or two such families attending their school. The cultural identity of those families tends to be under threat and it is important that all schools ensure that cultural diversity is reflected within their curriculum.

Mobility is a significant issue with many families, although in only a small proportion of cases is this linked to economic nomadism. Families who live on unauthorised camps may be moved every few days, families in temporary housing may be moved several times before they are offered a permanent tenancy and some housed families experience tensions with neighbours which cause them to relocate. Gypsy Travellers put a high value on extended family responsibilities so families may move to care for a sick relative or a bereaved family member.