Gypsy, Roma and Traveller Achievement Programme

1. Gypsy, Roma and Traveller Achievement Programme NATT+ Conference The Belfry Hotel, March 2009

2. The GRTAP Context - ESCGA • Gypsy Roma Traveller Achievement Programme (GRTAP) part of Ethnicity, Social Class and Gender Achievement (ESCGA) Plan. ESCGA aims to: • ‘to maximise progress and close the attainment gaps for underachieving black and minority ethnic and white British pupils by providing support and challenge to local authorities and, through them, to schools.’ • GRTAP contributes by aiming: • ‘to improve the quality of provision and rates of attendance, reduce exclusions and thus also raise attainment, for Gypsy, Roma and Traveller pupils.’* *National Strategies Annual Plan 2008/09 Ethnicity, Social Class and Gender Achievement Programme Plan 1.4.08

3. Introduction to the GRTAP • Phase 1 2006 – 08, then to 2009 Blackburn with Darwen, Cambs., Devon, Durham, Herefordshire, Hounslow, (Kent), Lancs., Newham, Norfolk, Notts., Surrey • Phase 2 2008 - 2010 Bromley, E. Sussex, Essex, Gloucs., Leeds, Northumberland, Oxfordshire, Rotherham, Walsall, Waltham Forest

4. Achieving outcomes, the GRTAP focus Phase 1 focus: • Data used to identify those underperforming • Develop Quality First T&L with literacy interventions • Improved parental partnerships Phase 2 focus: • Early Years Foundation Stage • Ensure successful transfers & transitions • All the above then contribute to improved behaviour & attendance • Share What Works Well

5. GRTAP overarching aims • develop LA capacity to raise the achievement of GRT pupils • develop school capacity to implement strategies to address the underachievement of GRT pupils, focusing on literacy • share with others what works well, why and how - so success replicated

6. GRTAP objectives • Develop LA & school capacity and sustainability to raise the achievement of GRT pupils • Meet educational needs of GRT communities/children through personalised learning • Support schools’ inclusive, race equality practice inc. strategic management of mobility • Improve knowledge of GRT communities hence raise expectations & strengthen teaching • Tailor, develop & share resources that work so that success can be replicated

7. GRTAP outcomes GRTAP realises its aims & objectives by achieving the following outcomes: • Two percentage points increase in attendance for GRT pupils in targeted schools • Increased attainment of KS2/3 GRT pupils in English, mathematics and science • Reduction in exclusions of GRT pupils • 10% increase in numbers of GRT pupils recorded on the Annual Schools Census

8. Achieving outcomes, GRTAP schools’ priorities • use data to identify underperforming pupils and inform teaching & learning • develop Quality First teaching & learning with a focus on literacy • improve effective parent/carer partnerships • ensure successful transfer and transition to and from all Key Stages • the above then contributing to improving behaviour and attendance

9. Achieving outcomes, GRTAP LAs’ priorities • increase LA capacity & sustainability • raise GRT pupils’ achievement, espec. in Programme schools • raise ascription • reduce exclusions & raise attendance espec. in Programme schools

10. How priorities were achieved • Alignment with Primary/Secondary National Strategies; EMA; schools’ improvement etc. • Local strategic management groups • Funding • Local networks • Regional Adviser support & visits • Programme networks • Resources, materials & guidance

11. Expectations of schools & LAs • commit to GRTAP as a priority, with senior lead • organise & attend network meetings • carry out data audit & self evaluation & use info. to… • develop GRTAP aligned action plans • target, monitor individual pupils; raising achievement through personalised learning programmes • have school visits from LA/Regional Adviser to evaluate progress against aims • schools report to LA, who report to National Strategies termly • share…

12. Spreading the word • Local network meetings • EMA newsletter case studies • National network meetings & workshops • National EMA conferences • National media • GRT DVD • DCSF ascription document • More to come…

13. Impact – what the partners achieved • Strategic Management Groups & therefore… • Shared responsibility & expertise to raise GRT achievement; shared training of schools’ staff • Understanding re under - ascription & strategies to improve & therefore… • Raised ascription rates • Shared identification, review, migration of data sets across agencies & therefore… • Shared understanding, training & aims for Strategy Managers, SIPs, subject consultants, TESs etc.

14. Impact – what the partners achieved • Senior school leadership of GRT issues & therefore… • Capacity building via audits, self evaluation, plans etc. • Baselining, targeting & Personalised learning & therefore… • Focus on individuals & their learning as part of a minority ethnic group with greater use of intervention strategies • Community engagement with schools & therefore… • Increased representation in schools & improved community/school relations; schools’ own home visiting

15. Impact – what the partners achieved • Improved attendance • Raised achievement • Evidence of reduced levels of exclusions • Increased rates of ascription, where previous lower levels • Active school engagement in Gypsy Roma Traveller History Month

16. Challenges & opportunities Mainstreaming – • Builds capacity, increasing support for vulnerable groups such as Gypsy, Roma and Traveller pupils • Ensures other people such as school improvement partners are accountable • Brings school improvement consultants and link advisers on board

17. The Crucial question • Howdo you get these folks on board? • By demonstrating that you are the experts in working with the most vulnerable group • By sharing your experience and expertise • By working closely with National Strategies Primary and Secondary managers within your LA

18. Win ,win situation • The more you are able to closely align yourselves with the school improvement team • The more you will be answering the needs of the GRT pupils and their communities • The more you will be in demand

19. Final question • How do you know you have achieved success? • When the Strategy managers, School improvement advisers and the School improvement partners become the Gypsy, Roma and Traveller champions within the LA

20. The wider issue • Remember the other half of the apple your multi agency role • The TES will continue to perform this vital role • Aim to replicate the mainstreaming approach that you are developing within education

21. Final thought ‘The vast majority of Traveller pupils linger on the periphery of the education system. The situation has persisted for far too long…’*GRTAP aims to change that situation*Provision and Support for Traveller pupils (Ofsted 2003)