Whole school approach to GRT in schools

How can we support children and young people through the 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.

Homework

Getting help with homework from an adult may be a problem for some children and young people. For those children and young people living in a trailer, space is likely to be limited and they may not have a table to work at.

Consider offering an alternative arrangement and make allowances for the possibility of no internet access

Most children and young people, even the very young ones, are likely to have some sort of responsibility at home, such as collecting water, feeding chickens, horses, and dogs; also helping with jobs like cleaning, washing and taking care of younger siblings.

Please be mindful of this when setting homework or expecting children and young people to stay behind after school for clubs or after school activities.

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).

Traveller Movement Case Study

Traveller Movement advised the parent that while they had the right to remove their child from the sex education lessons, the relationship and health lessons were mandatory. They encouraged the parent to engage with the school to better understand it. They explained the importance of children and young people learning about relationships, including LGBT, in an age-appropriate way, especially since this information is widely available on the internet. Traveller Movement reminded the parent that there are many Gypsies, Roma and Travellers who identify as LGBT.

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, 524 KB), 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, 488 KB).

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.

Remember:

GRT children and young people may be reluctant to take learning materials home. They may be moving on suddenly or may not have the space to take paintings, models or reading books home.

If they look unsure, consider offering them a special place to keep their things safe in your school or setting.

Relevant curriculum coverage

Schools have a statutory duty to deliver Relationships education, 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.

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