• 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

• 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)

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.

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 .

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

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.

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. 

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.

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