Early Years induction

Some suggestions for pupils starting for the first time in the UK in pre-school, nursery, Year R or Year 1

A longer settling in period may be required where the pupil gradually builds up the time spent in school or nursery.
The pupil may need the support of a parent or relative in the classroom to help them become accustomed to routines and ways of working. This is also one way to help the parent become accustomed to the more informal atmosphere of the classroom. The pupil will become used to hearing and using the first language, as well as English, in school.
Pupils who arrive during the academic year will require a similar induction programme as the others, perhaps somewhat accelerated.
Try to arrange for the parents and the child to visit the school first with a friend or another parent who can help interpret. Show them the school and explain about routines and expectations so that the parents can tell the child at home. Hopefully any concerns and misunderstandings can be prevented.
Ensure that information is obtained from parents about any pre-school experience and the child's first language development.

Most Traveller children learn by doing rather than by narrative, instruction and planning:

much of their play takes place outside the trailer
environment and toys bought often favour development of gross motor skills and sense of space
due to lack of space families may not buy or use paint, crayons, Playdoh, glue or scissors that develop fine motor skills
children may watch appropriate videos that entertain but do not necessarily require response or interaction

Traveller children may start school at a disadvantage from having missed so much of the structured early learning experience through play with pre-school.
Traveller parents often feel that up to the age of five or six education is most appropriate within the close extended family.
Young Traveller children may have never experienced separation from their close extended family. For some parents letting go of their child, to be cared for by someone from another culture and in another place is unthinkable.
Parents who have experienced discrimination and racism in the wider community will have little confidence in the state and provision.
Changing accommodation and work circumstances has meant, for the first time, many nuclear families are managing childcare and making a living apart from their extended family.
As first educators of their children, increasingly Gypsy and Traveller mothers are choosing to place their children in early years settings.
Fearing erosion of the tradition of passing the culture from one generation to the next, Traveller fathers are generally more conservative about the prospect of outside influences on their children.
Primarily seen as the main carer of the children, women can be viewed with concern and anxiety by their husbands for apparently wanting to relinquish this role.
Additional factors that inhibit access can be; lack of transport, mobility and personal feelings about the duty and traditions of raising children from the close extended family.

Ensure that the family feels welcome:

Childcare is the whole family’s responsibility and pride. It may not only be parents that accompany the Traveller child, but also members of the close extended family.
Traveller parents may have experienced prejudice and hostility from the settled community during their own schooling, and may have ambivalent feelings about education and school.

Ensure good oral communication between the family and pre-school:

Take the initiative to maintain contact with Traveller parents. Do not interpret any lack of interaction as a lack of care or interest.
Ensure that the family understand the pre-school policies and expectations e.g. attendance, illness.
Encourage Traveller parents’ involvement in pre-school sessions and committees.
Actively encourage and enable Traveller parent participation in any off site visits.
Offer sensitive help, if appropriate, with completion of admission forms and reading letters or notices.