Whole school approach to GRT in schools

Click on the links to access information, guidance and resources that can be applied to a whole-school approach, including an audit and action planning tool.

Try these 'quick wins' before thinking about anything else to get you started and see the difference you could make...

• Take a look at our padlet which has a broad range of culturally reflective activities, offering schools and settings the opportunity to enhance the diversity content of their teaching and learning by embedding GRT history and culture into their curriculums
• Encourage staff to sign up to one of our GRT training courses or online modules to enhance their knowledge and respect of GRT culture and have awareness of experiences of GRT communities' barriers to education. The Norfolk Schools website has Training information and other resources.
• Celebrate Gypsy Roma Traveller History Month in June.  Through celebration, education and raising awareness, Gypsy, Roma and Traveller History Month helps to tackle prejudice, challenge myths and to amplify the voices of Gypsies, Roma and Travellers in wider society.

Audit tools

Use our whole school or setting approach  audit and action planning tool (Word doc) [944KB] to identify areas of good practice and identify areas for improvement.

The aim of this audit tool is to consider your school or setting's current practice in relation to how you support GRT children and young people (CYP) and how you work to reduce challenges through a whole school / setting approach. It will highlight strengths whilst identifying areas which could be further developed.

In addition, the  Anti-Bullying Alliance audit tool (Word doc) [921KB] and  action plan (Word doc) [942KB] are for schools and settings doing whole school anti-bullying work including targeted work to tackle bullying of GRT children and young people and supports to develop effective strategies to prevent and respond to bullying of GRT children and young people. 

If you need any bespoke support and guidance, or have a child and young person at risk of PEX, we are happy to help and can be contacted at inclusionandsend@norfok.gov.uk.

As part of their Good Practice Guide, the Traveller Movement interviewed schools with high Gypsy Roma Traveller (GRT) cohorts and good attainment to ask what they were doing to ensure GRT children and young people reached their full potential.

These schools consistently provided the following:

• An environment of safety and trust
• An ethos of respect
• A commitment to access and inclusion
• Flexibility of approach
• High expectations of their children and young people
• Partnership work with families, children and young people and local communities
• Inclusion of GRT history and culture in their curricula
• A proactive approach to bullying, so that GRT children and young people are not disproportionately targeted

Where children and young people experience a sense of shared belonging and can enjoy learning in an open, trusted and secure environment, their confidence and achievement will be higher. - 

Moving forward together: Raising Gypsy Roma and Traveller achievement

Taking a whole school or setting approach to supporting GRT children and young people can help to reduce stigma and support children and young people to experience a sense of belonging:

• Comply with the relevant provisions of the Equality Act 2010, under which race, religion or belief are amongst the protected characteristics.
• Be mindful to not develop a stereotypical view of GRT lifestyles and beliefs.
• Take steps to show how you value and respect the culture and lifestyle of these families.
• Have culturally reflective books and resources in your school or setting so children and young people can see themselves represented positively in the environment, helping them to feel accepted and welcomed and inspiring children and young people to share their culture and be proud of their heritage.

A key element in a whole school or setting approach to supporting GRT children and young people is to prioritise building positive and trusting relationships with families:

• Creating a welcoming, positive environment is important, especially if we consider that some GRT families may not have had a positive experience of education themselves.
• Make extra effort in building relationships and welcoming the families of the GRT children and young people.
• Communicate openly and respectfully with GRT families.
• Be aware of topics that GRT parents might feel more sensitive about and be willing to discuss individually with them.
• Support families who may have lower literacy skills e.g. through verbally sharing information rather than relying on information being delivered through letters or the school or setting website.

• Leaders, managers and governors must ensure all staff are aware that Gypsy, Roma and Irish Traveller ethnicity is a protected characteristic under the Equality Act of 2010.
• They should show a clear understanding and commitment to promoting inclusion and equality for GRT children and young people.
• They should develop a culture and ethos underpinned by respect where the needs of GRT children and young people are effectively addressed.
• They must ensure all staff are aware that GRT children and young people can be particularly vulnerable to discrimination and that they have a duty to challenge racism and promote equality of opportunity.
• What defines good practice - for example as outlined by the National Strategies:

An inclusive environment, high expectations, firm anti-bullying policies, celebrating culture and heritage, and working with families to ensure they are included in the decisions that affect their children's futures.

• They must also ensure they are involved in monitoring and evaluating the effectiveness of GRT provision and support across the school / setting, working to adapt and improve this as and when necessary.

Gypsy Roma Traveller (GRT) children and young people must be acknowledged across key policies and documents. Key actions include:

• A specialist policy on GRT is not necessarily needed if GRT children and young people's needs are reflected across all policies and an inclusive, flexible and welcoming environment is fostered.
• Implement consistent and coherent whole school and setting policies on anti-bullying, racism and discrimination like those recommended by the Anti-bullying alliance and more specifically for GRT children and young people.
• Review bullying, exclusions and admissions policies to ensure procedures outlined protect GRT children and young people from discrimination and prejudice. The Traveller Movement provides some guidance on this in Gypsy, Roma and Traveller experiences in Secondary Education: Issues, barriers and recommendations.
• Review your behaviour (or relationships) policy to ensure that it considers the behavioural and cultural norms of different ethnic groups. The Traveller Movement provides some guidance on this in the same  report above.

Children and young people's voice should be at the heart of everything we do and inform any decisions we make around how we support Gypsy Roma Traveller (GRT) children and young people.

Here are some questions you may want to use to collect children and young people's voice:

• Do you feel you get the information and support you need as a GRT child and young person?
• What is your school / setting doing well to raise awareness about GRT history, culture and beliefs?
• What would you like your school / setting to do to raise awareness in a better way?
• What is the school / setting doing well to support GRT children and young people and their families?
• What would you like your school / setting to do to support GRT children and young people and their families better?

Utilising the information gained from GRT children and young people can help to improve provision and support to better meet their needs. It is also a vital way of showing the children and young people that their wishes, feelings and views are valued and listened to.

Encourage GRT children and young people to lead on GRT History Month activities.

If you need step by step guidance on how to support an individual Gypsy, Roma or Traveller (GRT) child or young person then please see this padlet.

See other guidance and information below which GRT children and young people can be signposted to, as relevant:

• The Traveller Movement Youth Programme offers programmes and projects aimed at young people's education and job attainment.
• Inspired by their Youth Advisory Group, the Travellers Times developed It's Kushti to Rokker ('It's good to talk') project which tells of the real lived experiences of young Gypsies and Travellers through drama, poetry and documentary.
  • The accompanying toolkit provides information and support for young people, their families and friends and service providers.
• For older children, Friends, Families & Travellers (gypsy-traveller.org) provides a list of universities that provide grants for GRT children and young people.
• Traveller Pride offers a LGBT+ helpline for GRT children and young people.

Here are some tips to remember when working alongside Gypsy, Roma and Traveller (GRT) families:

• Ensure reception and office staff are welcoming to families and children and young people and can offer support in filling out forms or paperwork should parents not be literate; help may be needed when filling in admission forms and noting down important contact numbers.
• If individual GRT families would find helpful, provide them with verbal reminders of important events and information.
• Do not assume families have access to the internet for letters, online updates and payments of lunches; ask and offer an alternative if this is an issue.
• Transport options for some GRT families may be limited. Children and young people who live over two miles away from their school or setting can be offered transport which will help to remove barriers of children and young people accessing education and help to improve attendance.  The GRT Service Community Liaison Officers can offer advice and assistance with this.
• Some GRT families may have concerns about coming into the school or setting for parents' evenings for several reasons e.g. poor education history, fear of discrimination, etc.  It would be helpful to consult with GRT parents about what would work best for them so that they have the opportunity to talk about and have an insight into their child's education. 
• Show a genuine interest towards parents when they enrol children and young people at your school or setting - they may not have positive memories of their own educational experience and may be feeling apprehensive.
• Consistently engage families in school and setting activities and invite them personally to events wherever possible.
• Be aware that some GRT parents may be unfamiliar with some processes and protocols.
• A tour of the school or setting is often a useful opportunity to familiarise families with the building and key staff and help them to understand that their child will be kept safe.
• Be clear about attendance and always let families know your policy and the expectations around this. Please be aware of any travel for work purposes the family may have that will involve using the T Code.
• Dates of birth: Some parents may not be certain of their child's DOB. You may need to contact local authorities or a previous school or setting, to gain access to this information. Pressing the parents on this issue may not be beneficial.
• Year groups: Parents may request siblings be placed in class together. If this is not possible, explain clearly why and reassure parents that their children and young people will still be able to spend time together during certain times of the day, like break and lunch times.

The Gypsy Roma Traveller (GRT) service works with schools and settings to support GRT children and young people and their families to support progress, attainment and attendance.

The Traveller Movement has launched a new website supporting GRT families in the UK to navigate the education system. It may be useful to signpost your GRT families to this.

Tips on how to engage with families

• Consider appointing a designated member of staff or GRT champion who focuses on engagement with GRT families. Building up relationships of trust and helping parents to feel included and welcome is key and will require time, cultural awareness, and commitment.
• Communication with parents should be proactive. Sharing policies to demonstrate that they are fair and applied in the same way to all is a good way to involve and reassure parents.
• If parents disagree with parts of the curriculum, uniform rules etc, arrange extra time to talk with them and try to find solutions the same way you would do with any parent.
• Home visits or familiarising parents with special events such as GRT History Month is agreed to be a good way to build trust with GRT families.
• NAHT provides a good practice guide on how to develop positive relationships with GRT families.

Gypsy, Roma and Traveller (GRT) history and culture must have its place in the school curriculum.

• A culturally relevant and affirming curriculum is important for all children and young people. It is particularly important for children and young people from GRT backgrounds to see their culture, history, language and values reflected in their educational experience. All schools and settings, whether GRT children and young people are on roll or not, should have resources in classrooms and libraries which give a positive view of their culture and lifestyle. This adds to the quality and accuracy of knowledge for all children and young people.
• Teaching about GRT history and culture will go some way to addressing their sense of belonging and valuing their culture and lifestyle. The Traveller Movement includes recommendations about why GRT history and culture should be included across the curriculum.
• Anti Bullying Alliance research shows that GRT children and young people want their culture and heritage included in the curriculum in a positive way.  
  • This is fundamental to their feeling valued and accepted. 
  • This would enable all children and young people to have the opportunity to learn about the history of GRT, their literature and their contributions in wider society.
  • This could also play a considerable role in dispelling the myths and misconceptions that surround GRT culture and ethnicity. Both peers and teachers will have a better understanding which can help foster better relationship and increase children and young people sense of belonging.
• Use books to enhance learning and understanding such as I'm Not Allowed to Play With You Anymore
• Friends, Families and Travellers have created this Teaching Resources page to support teachers and other staff in educational settings bring GRT histories and cultures into the classroom. You will find a range of resources, books and media to enrich staff understanding of GRT histories and to share with children and young people.
• The GRT Service have produced three Padlets with the aim of offering schools and settings the opportunity to enhance the diversity content of their teaching and learning by embedding GRT history and culture into their curriculums.
  • GRT Cultural Resources
  • Showman and Circus Resources
  • World War 2 Resources

GRT families and RSHE: What are the barriers for GRT families?

Within GRT culture, GRT parents would usually prefer their children and young people not to be taught about the physical aspects of sexual development and behaviour especially in mixed gender groups or outside of their immediate family.  

Families differ in their attitude to sex education, but many have very strongly held beliefs, which need to be acknowledged and taken into consideration.

Parents will continue to have a right to request to withdraw their child from sex education delivered as part of RSHE in primary and secondary schools which, unless there are exceptional circumstances, should be granted up to three terms before their child turns 16. At this point, if the children and young people themselves wishes to receive sex education rather than be withdrawn, the school should make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent.

There is no right to withdraw from relationships education at primary or secondary as the contents of these subjects - such as family, friendship, safety (including online safety) - are important for all children and young people to be taught. Here are some FAQs around delivery of RSHE curriculum.

How can you support GRT families to engage with RSHE?

Reassure families that:

• Safety of their children is a key concern for GRT parents so reassure families that there are new dangers that face our children that we didn't grow up with or know about, we want to make sure that your children are informed and safe and will grow up learning how to be independent and look after themselves.
• Much of the guidance is about helping children stay safe, especially online and to understand boundaries in relationships. Schools as well as parents want children and young people to be safe.
• The Traveller way of life is changing, your child learning with their friends makes it safer and easier and means they won't get left behind or left out. 
• It is important that children and young people are given information that is correct and age appropriate, especially in an age where the internet means information is at their fingertips.
• There are some things that older children might be embarrassed to ask their families about. RSHE means they get the facts to help keep them safe and informed.

Advice from The Traveller Movement:

• Foster an environment where parents' fears can be 'fairly' listened to - there are a broad range of opinions across GRT communities, and all should be acknowledged.
• It's important to focus on building positive and trusting relationships with families and discuss specific issues individually with each family.
• The change may be slow but building up knowledge across the community is important. Non-judgemental approaches are essential.
• Anonymous consultation opportunities can be helpful.
• Parents are unlikely to have read the school or setting's information about the RSHE curriculum or the guidance therefore may lack understanding so sharing this with parents and making sure they have sight of the materials is important.
• Invite a GRT Adviser or Lead Specialist GRT Practitioner from the GRT Service to support with face-to-face meetings with parents.
• Consider using GRT friendly RSHE materials like those developed by Big Talk along with GRT community members (cost associated).

Distance learning

Some GRT children and young people, and those from the Showmen/Fairground community, travel for work purposes and may be absent for significant periods of the school year.

• For Showmen families in particular the travelling season usually starts around Easter and ends around November. This means that children and young people from Showmen communities have limited time in education.
• It is important to work with GRT families and children and young people to develop strategies that can allow GRT children and young people to stay in contact with the school or setting and engaged with learning while they travel.
• Children and young people who are travelling for work purposes remain on the school or setting's roll while they are away, and it is the responsibility of the school or setting to put together appropriate distance learning materials for them. Prepared in advance, these materials can include worksheets and online resources on the school or setting's VLE or on other suitable websites.
• Early communication and planning with the children and young people, parents and staff is vital before the travelling season begins for children and young people to have access to distance learning materials to help underpin their learning while travelling. Careful planning may also be needed to support their return to their school or setting.

The GRT Service has produced two pieces of information and guidance about distance learning.

• First, a set of PowerPoint slides which gives an overview of our Distance Learning Pack (DLP) guidance (PDF) [524KB], looking at which children and young people would benefit from a DLP, some key points around educational responsibilities, and children and young people and parental engagement.
• And secondly, our Distance Learning Pack guidance - with more detailed information (PDF) [488KB].

The aim of this guidance is:

• To provide information for schools and settings about distance learning for children and young people across the key stages from EYFS to secondary education.
• To support education staff to provide a DLP which is of a consistently high standard, that is engaging, relevant and beneficial to the children and young people 's learning.
• To support schools and settings to plan and provide a good quality DLP so that children and young people still feel part of the community while they are away, making their transition back that much easier once they return.

Relevant curriculum coverage

Schools have a statutory duty to deliver Relationships and sex education (RSE) and health education. There are many areas which relate to GRT experiences which all children and young people should be aware of.

Teaching about families requires sensitive and well-judged teaching based on knowledge of [children and young people] and their circumstances. ... Care needs to be taken to ensure that there is no stigmatisation of children [and young people] based on their home circumstances and needs, to reflect sensitively that some children [and young people] may have a different structure of support around them. (Paragraph 59)

Primary school

By the end of primary school, children and young people should know:

Relationships education (Primary):

• That others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care.
• That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up.
• The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
• That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
• About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
• What a stereotype is, and how stereotypes can be unfair, negative or destructive.

Secondary school

By the end of secondary school, children and young people should know:

Relationships and Sex Education (RSE) (Secondary):

• That there are different types of committed, stable relationships.
• How stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).
• That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people's beliefs.
• About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.
• The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal.

To be able to support children and young people effectively, we as staff must feel confident in our knowledge and skills, understand the importance of GRT children and young people being able to see their culture reflected positively across the curriculum and set appropriately high expectations to support children and young people to meet their potential.

We must provide appropriate cultural awareness and equality training for all staff ensuring they understand that GRT ethnicity is a protected characteristic. Please see links to training and CPD below:

• The Norfolk GRT Service offers a broad range of Training information and other resources (including early years training) ensuring all schools and settings are developing a culture and ethos of inclusion, meeting their equality duties and ready to effectively support GRT children and young people.
• The Anti-Bullying Alliance offers a course which provides an understanding of Bullying and Gypsy, Roma and Traveller young people. It takes approximately 30-45 minutes to complete.
• The Traveller Movement provides CPD training that supports understanding of the issues facing GRT children and young people and their families in accessing good quality education. You need to complete the form on the webpage (linked to above) to receive a quote.
• The Education People provides a range of training and support for schools and settings around GRT children and young people.
• Diverse Educators has produced a Gypsy, Roma and Traveller Inclusion Toolkit

Attendance

Gypsy, Roma and Traveller (GRT) children and young people need to attend school as regularly and as frequently as possible. A school's approach to regular attendance should, however, be balanced with a sensitivity which recognises the lifestyle and cultural traditions of GRT communities.

It is important to monitor the attendance of GRT children and young people closely to ensure attendance does not impact on their progress and attainment. Schools may authorise absence of GRT children and young people using the T code. Schools should only use the T code in line with the Education Act 1995 to mark GRT children and young people absent when they are travelling with their families for work purposes. Schools should have high expectations with regards to attendance but maintain a flexible approach for children and young people who are travelling for long periods during the school year, providing distance learning while they are away and support to help them reintegrate on their return.

What the law says about using the T code

• The law recognises that GRT families may have a valid reason to keep their children from school.
• This reason is where parent(s) are engaged in a trade or business that requires them to travel from place to place and therefore prevents their children from attending school. Nevertheless, each child must attend school as regularly as that trade or business permits and children and young people over six years old must attend at least 200 sessions in each rolling 12-month period.
• The law does not automatically reduce the number of days that children and young people from GRT families are expected to attend school; schools and local authorities should seek to secure GRT children and young people's attendance at 380 sessions each school year.
• The law makes no reference to a physical dwelling so a GRT family that lives in a house but travels during their trade or business can be classed as no fixed abode and have absences authorised through use of the T code.

When should the T code be used?

• On days when a child from a GRT family is known to be out of the area for work purposes and is not in educational provision, schools can use the T code to record the absence.
• Parents should make sure they let the school know in advance when they are going to be travelling and when they expect to return. This enables the child's attendance and absence to be recorded accurately, their safety and well-being to be monitored and appropriate distance learning work to be set by the school.
• The term 'travelling' means travelling as part of the parents' trade or business that requires them to travel from place to place. It does not mean travelling as part of a holiday.
• The T code can only be used if the child is travelling for work purposes with their parents, not with any other relatives.
• The use of the T code to authorise a child's absence is at the discretion of the headteacher.

D code

The law allows for dual registration of a child or young person at more than one school. To help ensure continuity of education for GRT children or young people it is expected that the children or young people should attend school elsewhere when their family is travelling. Where a GRT child or young person is travelling and attending another school the child or young person should be dual registered using D code. The child or young person remains on the D code until the subsidiary school informs the base school they have left and are off roll, or until they return to the school full time.

C code

Only exceptional circumstances warrant an authorised leave of absence. Schools should consider each application individually taking into account the specific facts and circumstances and relevant background context behind the request.

Apart from travelling for work purposes, GRT participate in events and occasions that are of particular significance to them, e.g. Appleby / horse fairs. Extended family and religious events such as weddings and christenings or economic gatherings such as horse fairs will draw together extended family groups and reinforce communal identity. GRT put high value on extended family responsibilities so families may move to care for sick relative or a bereaved family member.

If a school approves leave of absence, the school needs to make it clear the days that are authorised and from what time that approval takes place.

Working together to improve school attendance provides more information on registers and attendance codes.

What actions should school undertake when a GRT child or young person does not return to school after travelling?

If a child or young person does not return to their base school after travelling the school should:

• Make regular attempts, beginning on the first day of any unexplained absence to contact the child or young person's parents either by telephone or text messaging. Every effort to locate and contact the family must be taken.
• Contact the GRT Community Liaison officers who will make every effort to visit the family and ascertain when the child or young person will be returning to school (contact details below).
• Contact any other school where the child or young person or their siblings are known to attend while they were away.
• For child or young person known to be at risk or where safeguarding is a concern the school should contact social care.
• If despite these efforts the child or young person's absence continues and their whereabouts remains unknown, where a child or young person has not returned to school for ten days after an authorised absence or is absent from school without authorisation for twenty consecutive school days school must contact the Child Missing Education (CME) team in line with the CME Policy.

Further advice regarding supporting GRT access to education is available on the GOV.UK Gypsy, Roma and Traveller pupils: supporting access to education web page and within the Working together to improve school attendance guidance.

For further advice and support with access and attendance of GRT children or young people please contact one the GRT Service's Community Liaison Officers by emailing inclusionandsend@norfok.gov.uk.

Ofsted

Regarding absences, Ofsted would be looking for a school or setting to demonstrate that it:

• Has used the registration codes correctly
• Is strategic and proactive in communicating with GRT parents about their travelling patterns on a regular basis
• Is strategic and proactive in ensuring excellent attendance when the child or young person is not travelling
• Provides distance learning materials in accordance with good practice
• Includes specific guidance for GRT parents and carers in the school's attendance policy and ensures the policy is accessible to parents
• Evaluates its provision for narrowing achievement gaps for GRT children or young people

Home education

Some GRT families may decide they want to remove their child from school and home educate. In this case parents are asked to write to the school clearly stating that they will be taking full responsibility for their child's education at home. The child or young person can then be de-registered from the school roll. The school must inform the Services to Home Education team if a child or young person is removed from a school roll to be home educated.

Ascription

In UK schools and settings, information about a child or young person's ethnic background is collected by law and used to monitor progress and achievement. It is a statutory requirement that all schools and settings collect ethnicity (ascription) data for every child or young person.

Parents have the right to decide whether to give this information; the school or setting cannot make an ascription decision for a family without the family's consent. It is advised that schools and settings offer support to parents to help them understand why they are being asked to provide the information.

The GRT service works with schools and settings to encourage GRT families to ascribe correctly to their ethnicity.

Why is this important?

• It is important to collect ascription data is because it is used to monitor the progress and achievement of different groups of children and young people to make sure none are disadvantaged.
• Children and young people's ethnicity is recorded at their parent's discretion, but vague or inaccurate ascription can mean that children and young people may not receive their full entitlement to support.
• Correct ascription in schools can provide GRT families with access to dual registration and the use of the T code, which is used to authorise absences under specific circumstances. These benefits may be particularly relevant to many GRT families (see below).
• If a GRT child or young person lives in a house, they still retain their cultural identity and ethnicity though it is quite easy for these children and young people to remain invisible.
• Data held on cohort sizes for children and young people from Gypsy and Roma backgrounds (WROM, WROG, WROR, WROO) or Travellers of Irish heritage (WIRT) generally present much lower numbers than local knowledge suggests is the true picture. Some GRT families may choose to ascribe as White British (WBRI), Irish (WIRI) or possibly White Other (WOTH) if they are of Eastern European Roma heritage. This can mean it is difficult for schools to accurately identify all their GRT children and young people.

How can ascription support children and young people, families, school and the local authority (LA)?

• Parents can dual register their children at two schools. This can be helpful if the family spends the summer season living and working elsewhere and want their child to carry on attending while they're away. Dual registration means the child and young person will have a place at the same school each year.
• Schools can use the T code to authorise the child and young person's absences from school due to travelling for work purposes.
• For those schools with Showman children and young people, they can be encouraged to use WBRI or WOTH and add Showman in brackets. Although Showman do not have ethnic status they are then registered as occupational travellers and are able to use the T code.
• With accurate ascription, GRT culture and history can be shared and celebrated as part of the diverse mix of the school cohort.
• Schools are in a position to foster close relationships with GRT families and children and young people through having a better understanding of the culture and lifestyle of their GRT communities.
• Schools can support GRT children and young people to experience happy and successful learning through having confidence in their personal and family identity while feeling part of the school community.
• Through a better understanding of GRT culture, schools are able to tackle sensitively incidents of racism and bullying that may arise towards GRT children and young people.
• Schools and local authorities will comply with their duties under the Equality Act (2010).

More information on ethnicity codes

Further information on Ethnicity Codes for GRT children and young people from the DfE.

GRT History Month - June

Gypsy, Roma and Traveller History Month (GRTHM) celebrates the diverse ways that Gypsy, Roma and Traveller communities add to the vibrancy of life in the UK and recognises the varied contributions that these communities have made to British society historically and today.

The theme for June 2023 was 'Weaving Journeys: A celebration of Gypsy, Roma and Traveller lives, histories and cultures'.

The GRT Service has produced padlets that enable schools and settings to embed GRT history and culture into their curriculums, adding diversity to teaching and learning.  Some resources directly relate to this year's theme and include teaching instruction sheets which focus on Travelling Patterns, Crown Derby and a 'create your own plate pattern' sheet, and traditional basket weaving activity related to weaving journeys and patterns.

We have also produced a GRT History Month padlet.

Friends, Families and Travellers produced high quality GRTHM resource packs for schools and settings including a downloadable timeline of significant dates in GRT history, a competition for children and young people to design their own patterns, and lots more!

The Traveller Movement provides more information and resources for GRTHM.

World Fun Fair Month - September

World Funfair Month takes place in September and aims to unite Showmen from around the world to celebrate all aspects of the fairgrounds, and the joy they bring to communities everywhere.

Memorial days - January & August

• Holocaust Memorial Day takes place on 27 January each year. Find out more information about the Holocaust from the Holocaust Memorial Day Trust.
• Roma Holocaust Memorial Day takes place on 2 August each year. Brighton and Hove traveller education team has put together a video as an educational tool to raise awareness of this tragedy. Find out more information about the Roma Genocide from the Holocaust Memorial Day Trust.

King's Lynn Mart Fair - February

King's Lynn Fairground Mart 2024 begins on 14 February each year and lasts for two weeks.

Appleby Horse Fair - June

The Appleby Horse Fair is usually the first or second week in June.

For more information on how you can celebrate these important dates please contact inclusionandsend@norfok.gov.uk.

Please find a list of Key GRT websites and GRT guidance and reports for schools and settings on our Gypsy Roma Traveller (GRT) website.