The collective group of Gypsy, Roma and Traveller (GRT) is broad and includes Gypsies, Scottish Travellers or Gypsies, Welsh Gypsies or Travellers, Roma, Travellers of Irish heritage, show people, fairground people, circus families, New Travellers and barge or canal boat families. Each group has its own distinctive history and customs and shares aspects of a similar lifestyle. A key feature of GRT culture has been a nomadic way of life, although fewer than half of the estimated 250,000300,000 GRT groups living in Britain today are nomadic.
Studies have shown that GRT children have significantly lower educational achievement rates than other groups of children. They are more likely to be identified as having special educational needs, four times more likely than any other group to be excluded from school as a result of their behaviour and are unlikely to continue in education beyond 14.
Local authorities are required to provide for the welfare, education and accommodation needs of the country's nomadic groups and communities. They may choose to fulfil this responsibility through a designated GRT Achievement Service, which aims to improve educational outcomes for children and young people from Black and Minority Ethnic and Traveller heritages, as well as those learning English as an additional language. Support for the inclusion of GRT children into early years settings is given high priority.
The EMTASC heads a team that providing advice and support to schools, information and training for teachers and others to increase understanding and inclusion, support to promote the increased attendance of Gypsy and Traveller children, and encouragement for multi-agency working. The work involves visits to schools, early years settings, Traveller sites, fairgrounds and circuses, and work with schools and parents to extend parental involvement in their children's learning and facilitate home/school links.
QUALIFICATIONS AND TRAINING
EMTASCs are qualified and experienced teachers who are good communicators with a passion for raising the achievement, attendance and attainment of Traveller children. They have a thorough knowledge of Traveller culture, a track record of working successfully with families and a strong understanding of the issues Traveller families may face when accessing education. Additionally, they have the vision and leadership skills required to address the long history of educational underachievement of many Traveller children.
The National Association of Teachers of Travellers is the nationally recognised voice of Traveller Education Services. It represents and supports members at a national level by addressing GRT issues with a number of organisations, including the Department for Education and other Government departments.
The Roma Support Group (RSG) is one of the most established Roma-led organisations in the UK. It delivers Roma-related training courses to various agencies, including social services, police, schools, universities, local authorities, NHS and other statutory and non-statutory organisations. It offers in-house customised training and organises RSG-based standard training for selected members of staff.
The standard training includes an introduction to Roma culture, history and traditions, plus Roma community and health, mental health, education and safeguarding, alongside housing and welfare issues.
FURTHER INFORMATION
- Building Futures: developing Trust - a focus on provision for children from Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage
CASE STUDY: MICHELLE NYE
Michelle Nye has been the ethnic minority and traveller achievement service consultant for Hampshire County Council for two years and previously worked for ten years as a specialist teacher/adviser for the Hampshire Traveller Service.
Ms Nye says, 'My work is extremely varied. I may be delivering or planning training. For example, I run a series of training awareness sessions on behalf of Hampshire's Services for Young Children.
'The training focuses on Traveller cultural awareness as well as English as an additional language since some of our families may be of eastern Roma heritage. I carry out regular visits to schools and early years settings where I talk with practitioners seeking advice. They may need advice about developing their practice to include Traveller children and their families.
'To maintain our professional knowledge, we have continuous professional development, much of which is delivered in-house at the county council. It is very important we keep up to date with changes in legislation, the school curriculum and developments in early years as the majority of our work is with schools and settings.
'As a team, we ensure we have regular meetings to address any issues that particularly affect the education of children from Traveller families - for example, strategies and approaches to improve attendance or innovative ways to encourage families to access early education.
'Giving support to parents to access early years education is one of the most challenging aspects of my role. Traveller parents may have had a negative experience of education during their own childhood.
'Because of this, they may sometimes be unaware of the flexibility and welcome that awaits them in early years settings and they are at risk of missing out on a wealth of information including their entitlement to a funded place once their child reaches the appropriate age.'