Whole school approach to GRT in schools

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.