Gypsy, Roma Traveller Achievement Programme (GRTAP)

EMTAS has worked with clusters of schools in Swanmore, Tadley and Hartney Witney to implement the Gypsy, Roma Traveller Achievement Programme (GRTAP) based on National Strategies material.

The GRTAP is part of the Narrowing the Gaps (NTG) Plan.  The overall aim of the NGT Plan is:

To enable disadvantaged and vulnerable children to overcome the cultural and social barriers of poverty, fulfil their potential and close attainment gaps.

(Narrowing the Gaps Integrated Plan Programme 2009-10)

The GRTAP contributes to this by ‘addressing the needs of underperforming through discrete programme delivery;’ specifically aiming to improve the quality of provision and rates of attendance, reduce exclusions and thus raise attainment, for Gypsy, Roma and Traveller pupils, the lowest attaining minority ethnic groups in our schools.

As the programme works with a small number of targeted schools clusters have been identified as having a large number of Traveller pupils on roll and families within the area.

Early Years Foundation Stage Profile (EYFSP) results for Communication Language and Literacy show the widest gaps in achievement between GRT and all children. The GRT combined groups continue to show a wide gap in achievement at end of foundation stage. This gap continues throughout each key stage.

The Swanmore cluster have worked closely together to improve ascription, attendance and achievement.  Examples include display work, shared planning, assemblies and good communication at transition.  Swanmore College have Traveller young mentors to support pupils.  They have produced a DVD and have Traveller curriculum resources being planned for different subject areas.  This is only a flavour of the great work happening in this area.  For more details please contact Michelle Nye.

Traveller based Guided Reading text to loan

Michelle Nye, Consultant for Travellers along with the Literacy manager at Swanmore Primary School have produced guided reading notes to go with a series of Traveller based text from Year R to Year 6.  By introducing culture through literacy not only will the interest and self esteem of any Traveller pupils in the class be raised but Travellers will be seen in a positive light and any prejudice addressed in the safety of classroom environment. Michelle has produced packs that can be loaned from EMTAS and contain the notes and 6 copies of the text. Some packs contain additional activities.

National Strategies guidance materials

National Strategies produced guidance materials in November 2009 to support schools to raise the achievement of Gypsy, Roma and Traveller pupils.  These materials cover Foundation Stage through to the secondary phases and are highly recommended by EMTAS in there usefulness and will be used alongside the GRT Achievement programme  

Building Futures: Developing trust covers the Early Years Foundation Stage and consists of a booklet and a DVD-ROM containing all the cross phase booklets in pdf form as well as video clips and case studies. ( DCSF ref: 00741-2009BKT-EN )

This guidance invites practitioners across the whole range of Early Years Foundation Stage settings to reflect on the quality of their provision for Gypsy, Roma and Traveller children and their families, It is set within the context of the themes, principles and commitments of EYFS.

Moving Forward Together: Raising Gypsy, Roma and Traveller achievement covers primary and secondary phases through four interrelated booklets and is available as a boxed set.  (DCSF ref: 00710-2009FLR-EN )

• The Introduction gives an overview of the communities, histories and up-to-date data, introducing key subjects such as ascription and parental liaison.

• The Leadership and management booklet includes the legal framework and how school leaders can improve ascription, self-evaluate provision, develop an inclusive ethos, improve attendance and develop pupil voice.

• Learning and teaching, follows sequentially from early transfer to exploration of how to promote access to learning and an inclusive curriculum, before drilling down into quality first teaching and personalised learning.

• Engagement with parents, carers and the wider community gives insights into building partnerships, how to share and gather information and also how to involve communities as partners.

Ascription

A recurring  theme throughout all the booklets is Ascription. As practitioners we need to reflect whether the Gypsies and Travellers in our schools self ascribe to their correct ethnicity or keep hidden and need to think to ourselves, why?  We need to reflect on our knowledge and possible prejudice and misconceptions we hold about this particular group.

‘Children and families who are Gypsy, Roma or Travellers of Irish heritage, particularly when they are ‘settled’ in houses and no longer travelling, are often ‘invisible’ because most are white and their ethnicity is not obvious, but they are recognised and protected under the Race Relations Amendment Act.’

(Building Futures: Developing Trust  - A focus on provision for children from Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage Nov 2009)

To support the issue of self ascription EMTAS staff ran some training entitled Ensuring a Smooth and Effective Admission process for pupils from Ethnic Minority groups. You can view the PowerPoint from within the Training section. If you need this to be further explained please contact the Training Manager (01256 330195).