# data[].attributes.body
A collection of FAQs from schools, with guidance provided by National Association of Head Teachers (NAHT), the Traveller Movement and GRT Service, Norfolk.

# data[].attributes.body
It is important to understand the different GRT Communities and know the ethnicity and identity of your GRT children and young people.

# data[].attributes.body
Some steps to take to support a child or young person who has been identified as a Gypsy, Roma and Traveller child.

# data[].attributes.headline
Checklist - Complete this short checklist to identify your immediate actions when supporting a GRT child or young person

# data[].attributes.subject
Checklist - Complete this short checklist to identify your immediate actions when supporting a GRT child or young person

# data[].attributes.headline
What if the family don't want their child to attend full time?

# data[].attributes.subject
What if the family don't want their child to attend full time?

# data[].attributes.body
Always ensure you access advice and guidance from NCC Attendance team.

If families are concerned or anxious about their child or young person attending the school full time, consider arranging for their child or young person to attend on a flexible or part-time timetable to help them settle in and ease any concerns their parents may have.

A part-time timetable should only be instigated for a very limited time (generally seen as a maximum of six weeks) and with the full consent and approval of the parents. It should be set up with specific targets for improved attendance, identified strategies for meeting those targets and regular opportunities for review. Reference to this can be found in the FAQs at the end of the DfE guidance on school attendance

Good practice guide: developing positive relationships with Gypsy, Roma and Traveller families - Management & Leadership - The NAHT Hub

# data[].attributes.attachment_link.readable_text
Every year June marks the start of Gypsy, Roma, Traveller (GRT) History Month; this is an opportunity to raise awareness of GRT communities, celebrate their contributions to society, as well as helping to tackle negative stereotypes and prejudice they may face. This year's theme is " Weaving Journeys: A celebration of Gypsy, Roma and Traveller lives, histories and cultures ".

NAHT recognises GRT History Month as a positive opportunity to support members in their ongoing work with GRT pupils and families, both during the month itself, but also throughout the year.

We know members understand the importance of strong, and constructive relationships, with families and carers, to support the education of the children and young people in your schools. Of course, the approach you take, may differ depending on the different needs, backgrounds, and cultures of the respective families in your school(s).

That's why this GRT History Month, we're taking the opportunity to re-share our advice, drawn from best practice research and case studies, to support members to develop and/or strengthen their positive relationships with the families of GRT pupils in your school(s).

This guide provides suggestions and pointers on coordinating and maintaining high levels of positive communication, cultivating a welcoming environment for GRT pupils and families, and working flexibly to provide tailored solutions to meet the specific needs of individuals.
Coordinating contact

Designate a key named member of staff to keep in contact with GRT parents and coordinate any GRT issues within the school. This member of staff should be proactive in communicating with families about absences, issues or upcoming school events, as well as offering more general support to GRT families. Consideration should be given to what training the named member of staff should have to support them in this role.

Ensure your school maintains a high, positive level of contact with GRT families through home visits and telephone contact.

Make contact with the family the first day their child is absent from school. This shows the child is considered part of the school and cared about. It also highlights the importance placed on attendance.

Some families may be wary of allowing their children to go on school trips. Ensure GRT parents and guardians are informed verbally and in writing about travel and sleeping arrangements, health and safety policies, and the level of supervision involved.

Some schools have found it helpful to send update texts to GRT parents who are particularly anxious during a pupil's first few weeks at school. These short texts can reassure parents that their child is happy and settling in well, as well as demonstrating the school's commitment to the child's safety and well-being.

Clearly explain to families and pupils the school's policies and practices on issues such as bullying, inclusion, security, attendance, behaviour and health and safety.

Ensure early interventions on issues of attendance and pupil behaviour. By including families in these interventions, they'll gain confidence in the school's commitment to their child.

Work alongside families to help improve their child's attendance if this is an issue. Emphasise the lasting impact that low attendance levels can have on a child's education and explain any strategies the school may have in place to value and reward good or improving attendance.

Cultivating a welcoming environment

Keep a spare supply of second-hand uniforms, particularly specialist items such as branded or embroidered jumpers or ties in the school's colours. Some families may struggle to quickly obtain the correct school uniform or may not consider it necessary if they won't be in the area for long. Being able to lend these uniform items to pupils can help them to immediately feel part of the school and settle in more quickly.

Consistently engage the family in school activities and invite them personally to events wherever possible. Involve them in the production and running of school plays, fetes and other activities.

Be aware that some GRT parents may be unfamiliar with some school processes and protocols. For instance, they may not know the administrative process for paying for school dinners or school trips, or that if a child doesn't go on a school trip, they don't have to stay at home. A tour of the school can be a useful opportunity to familiarise families with the school.

Ensure administrative staff are welcoming to families and pupils, and able to tactfully offer assistance in filling out forms or paperwork.

A family's transport options may be limited. Offering transport to these pupils can remove the barriers of them accessing the school and improve attendance.

Low attendance at parents' evenings is often because of parental anxiety, rather than a lack of interest or support. Some schools have hosted separate parents' evenings for GRT parents following consultation with them. These are used as useful opportunities to welcome them to the school and give them an insight into their child's education.

Working flexibly

If families are concerned or anxious about their child attending the school full time, consider arranging for their children to attend on a flexible or part-time timetable to help them settle in and ease any concerns their parents may have.

A part-time timetable should only be instigated for a very limited time (generally seen as a maximum of six weeks) and with the full consent and approval of the parents. It should be set up with specific targets for improved attendance, identified strategies for meeting those targets and regular opportunities for review. Reference to this can be found in the FAQs at the end of the DfE guidance on school attendance

It's quite common for GRT families to expect older children to look after younger siblings in school during break and lunch times. Aim to maintain a flexible approach to allow mixed-age groups to play together during these times and ensure playground staff are aware of these arrangements.

Some secondary schools have seen great success in offering a flexible vocational or work-related curriculum to pupils. Having the opportunity to develop skills that are tailored to individual pupils' aspirations can engage both parents and pupils, and greatly improve pupil motivation and attendance.

Work with GRT families and pupils to develop strategies that can allow GRT pupils to stay in contact with the school and engaged with schoolwork while they travel.

Ensure any member of staff who teaches GRT pupils has been made aware of any needs, concerns or sensitivities of the family. For instance, different GRT families may have different opinions on their children receiving sex education or getting changed for PE in communal changing rooms. These issues should be discussed individually with each family.

Celebrate Gypsy, Roma and Traveller History month each June by perhaps using the Travellers Times resources or information from the Traveller Movement website

Draw inspiration from other schools which have worked successfully with the GRT community. The government's case studies of schools that have been successful in supporting access to education for GRT children is a useful starting point.

About NAHT
NAHT is the leading union for school leaders' and as a member you get access to legal support and advice, discounts and deals on your daily purchases, access to a mentoring scheme and savings on our highly-rated CPD courses and conferences. To join us, visit out membership page.

# data[].attributes.attachment_link.title
Good practice guide: developing positive relationships with Gypsy, Roma and Traveller families - Management & Leadership - The NAHT Hub

# data[].attributes.headline
How do you support GRT children or young people  to transition between schools?

# data[].attributes.subject
How do you support GRT children or young people  to transition between schools?

# data[].attributes.body
Effective transition can help child or young person feel more positive towards school and learning. This in turn will raise their motivation and achievement.

If a GRT child or young person is likely to be travelling for a longer period they can dual register at another school whilst they are away to help ensure continuity of education.

One key area of concern for education specialists is transition to secondary education, where there needs to be more parental reassurance and involvement. Schools should address any parent concerns early and talk to parents about options, preferences and any concerns they may have.

For some GRT families, the decision to send their child to a secondary school is a challenging one, as it may mean entering an unfamiliar environment and possibly interfering with a traditional way of living. Bullying, prejudice and negative influences can be of real concern for families, therefore it is essential to discuss how the child or young person will be safeguarded in school.

Primary school is often seen as a protective and nurturing place and families may need reassurance that the secondary school will provide a safe environment that cares about their children's well-being.

Families may benefit from additional visits to secondary school and from establishing a relationship with a key member of staff. This helps the families make informed decisions and helps to make them aware of the options available for their child's future.

In many cases, this leads to parents changing their perception of secondary schools paving the way for GRT children and young people to access secondary education with more confidence and in greater numbers.

It is important for schools not to assume that GRT children and young people will not transfer to a secondary school, but for staff to take appropriate steps to encourage transition and to support the family.

The GRT Service can offer support with the transition process by assisting with extra visits, liaising with the new school and the family and offering transition support once the child or young person starts in school .

# data[].attributes.headline
How do we reintegrate children or young people back after a long time of travelling?

# data[].attributes.subject
How do we reintegrate children or young people back after a long time of travelling?

# data[].attributes.body
Schools are advised to have a systematic approach in place, having a key person overseeing the induction process to give consistency. This will help children and young people to integrate quickly and ensure that their relevant needs are met.

Responding to the individual needs of children and young people is paramount for reintegration to be successful. Go at the pace of the child or young person to ensure they feel happy, safe and secure at school.

To be successful at reintegrating children and young people back into school life you need to have a flexible approach as every child or young person is different and will have had different experiences at school before.

# data[].attributes.headline
What about if the child's parent does not want them to take part in sex education?

# data[].attributes.subject
What about if the child's parent does not want them to take part in sex education?

# data[].attributes.body
Within GRT culture, GRT parents would usually prefer their child or young person 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 RSE in 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 child or young person 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 or young person 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 or young people to be taught. Relationships education, relationships and sex education (RSE) and health education: FAQs - GOV.UK (www.gov.uk)

It is important to focus on building relationships with your GRT families and to allow space and time to discuss specific issues individually with each family as they arise.

For more information go to RSE section in WSA Guide

# data[].attributes.headline
What if a GRT child or young person starts school mid term?

# data[].attributes.subject
What if a GRT child or young person starts school mid term?

# data[].attributes.body
Bear in mind that this could possibly be the child or young person’s second or third school this year. Allow time for them to become familiar with their surroundings, take time to explain expectations, school rules, break-time and assembly procedures.

First impressions are very important and for GRT families this is especially crucial in order to help families feel comfortable coming into the building.

It is important that children or young people are made to feel part of the school community as a long-term valued child or young person and not one just ‘passing through’.

GRT children or young people may have varied opinions towards school, based on their prior experience, or from parental fears, cultural beliefs or being under threat of eviction. The role of staff is to ensure that children or young people feel valued and that everyone is happy to welcome them into their new classroom.

# data[].attributes.headline
How can we support highly mobile families with their school uniform?

# data[].attributes.subject
How can we support highly mobile families with their school uniform?

# data[].attributes.body
Highly mobile families may experience difficulties with washing clothes and/or personal hygiene through no fault of their own and living roadside, especially during winter months, can be very difficult. If possible, try to overlook if children are not in uniform and consider that this may not be a choice, but a necessity, and is not the child’s choice to appear differently dressed to others within school. Some school staff have discreetly offered the use of a school washing machine and dryer during the winter months and shower facilities too. By choosing your wording carefully you are less likely to cause offence and have a successful outcome

Top tip!

Keep a spare supply of second-hand uniforms, particularly specialist items such as branded or embroidered jumpers or ties in the school’s colours. Some families may struggle to quickly obtain the correct school uniform or may not consider it necessary if they won’t be in the area for long. Being able to lend these uniform items to pupils can help them to immediately feel part of the school and settle in more quickly.

# data[].attributes.headline
What if a parent wants to home-school their child?

# data[].attributes.subject
What if a parent wants to home-school their child?

# data[].attributes.body
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 can then be de-registered from the school roll. The school must inform the Services to Home Education team if a child is removed from a school roll to be home educated.

Schools should not encourage parents to home educate but instead provide factual information, which includes both the parent’s right to educate their children at home, but also their duty to ensure their child has a suitable education to equip them with genuine life choices.

Every child has the right to an education and schools and other agencies should ensure that parents are reminded of their legal obligations in their child’s right to an education. Parents should be supported, as needed, to access the appropriate information so they can make informed decisions.

# data[].attributes.attachment_link.description
Supporting Gypsy, Roma and Traveller Families in the UK to Navigate Education

# data[].attributes.body
Gypsy Roma Traveller (GRT) is an umbrella term for different GRT communities which include:

Gypsy

Roma

Travellers of Irish heritage

Showmen

Circus Travellers

New Travellers

Scottish Travellers or Gypsies

Welsh Gypsies or Travellers

Boater or Bargee Travellers

Some terms are interchangeable but it is important to approach the question of identity with respect and for individuals to self-ascribe.

Find out more about the different communities here!

Research shows children or young people whose ethnicity is declared as Gypsy Roma or Irish Traveller are some of the most at risk in the education system and outlines the need for a more inclusive teaching curriculum.

For example in the 2021 to 2022 school year, only 8.5% of Gypsy/Roma pupils got a grade 5 or above in GCSE English and Maths, and 14.4% of Irish Travellers (compared to 49.8% for all).

Education-inequalities-faced-by-Gypsies-Roma-and-Travellers-in-England-briefing.pdf (gypsy-traveller.org)

# data[].attributes.body
The GRT Service supports schools with inclusion, attainment and attendance of GRT children and young people. If you require any support, please call 0333 313 7165 to get in touch with one of our advisers. This phone line is open on weekdays, from 9am to 5pm.

If your query relates to training, please email sendandinclusiontraining@norfolk.gov.uk

# data[].attributes.headline
Supporting Roma children or young people leaflet 

# data[].attributes.subject
Supporting Roma children or young people leaflet 

# data[].attributes.body
Guide to supporting Roma children and young people in your school or setting.

# data[].attributes.body
Use our GRT Audit and Action Planning Tool to assess current practice, what's working well and what needs improvement, ensuring you are meeting the needs of your GRT learners in a structured, proactive, and inclusive way.

# data[].attributes.body
Use these top tips to help welcome a new GRT CYP into your school.