Jane Murphy

1. Jane Murphy Education Development OfficersInternational New Arrivals, Travellersand Supplementary Schools Team j.murphy5@manchester.gov.uk 0161 223 3158 Julie Davies Education Development Officer J.davies4@manchester.gov.uk 0161 223 3158Director of Healthy Communities; BHA

2. Manchester context for Romanian RomaRationale for the workMethodologyIntroduction to ‘what’s working’Positive work in Manchester now

4. Key messages The importance of understanding past experiences

5. Key messagesthe importance of understanding past experiences

6. Key messagesthe importance of understanding past experiences

7. Key messagesthe importance of understanding past experiences • All families have come to Manchester following extreme financial hardship and difficulties in providing for their dependants in other countries. • Many families described living in Romania peacefully, but segregated from other communities. • Most parents have limited, if any, experience of formal education. • Some young people have been in primary school, for a short time, in Romania and/or other countries but non attendance and drop-out was rarely followed up by the authorities.

8. Key messagesthe importance of understanding past experiences “For the poorest here you can find something to do. There if you cannot get work you sleep in the street. When we came here we just had a bag with clothes and that is it. Now it doesn’t rain on us and we can eat… here the children don’t ask for food and clothes every day.” “My street was just Roma, we did meet non-Roma in the village, they treated us well.”

9. Key messagesthe importance of understanding past experiences

10. Key messagesthe importance of understanding past experiences “I can’t even write my name and seal a document with my thumbprint.” “Nobody came to our house, nobody pursued, nobody came, nobody has any interest if you go to school or not, nobody cares.” “Only your parents could make you go to school.”

11. Key messages The importance of working with the strengths and aspirations of the community Aspirations

12. Key messagesthe importance of working with the strengths and aspirations of the community

13. Key messagesthe importance of working with the strengths and aspirations of the community

14. Key messagesthe importance of working with the strengths and aspirations of the community • Aspirations • All families are striving for a continuously improving quality of life and access to opportunities. • Families’ aspirations are centred around living and working for a future where they are able to provide better for their family. • Young people were clear about the career path they wanted to pursue and many chose careers needing some level of academic qualification.

15. Key messagesthe importance of working with the strengths and aspirations of the community Aspirations “Expecting better and better. We would like better employment, learn a bit more English so can find a better job. I would like to work in construction. It is tough work but you can earn better money.”

16. Key messagesthe importance of working with the strengths and aspirations of the community “What do you want to be?”

17. Key messages The importance of working with the strengths and aspirations of the community Strong community

18. Key messagesthe importance of working with the strengths and aspirations of the community

19. Key messagesthe importance of working with the strengths and aspirations of the community • Strong community • All families have chosen to live in close proximity to extended family members. • All families have a strong support network within their community and have little desire or need to form friendships outside the community.

20. Key messagesthe importance of working with the strengths and aspirations of the communityStrong community “We went where the Roma are because we are used to living together.” “We advise [our children] not to mix with others, speak nicely, don’t get into fights…” “We don’t really have any friends; just family.”

21. Key messages The importance of working with the strengths and aspirations of the community Developed resilience

22. Key messagesthe importance of working with the strengths and aspirations of the community • Developed resilience • The majority of parents feel safe and that they are treated equally in Manchester. • Some families avoid interaction with non-Roma people in the local community through fear of possible conflict. • Young people have experienced racism and harassment and, as a result, most do not build positive relationships with peers outside their community.

23. Key messagesthe importance of working with the strengths and aspirations of the communityDeveloped resilience “Here in Manchester. Everybody says it is really nice here in Manchester - if we are asked where we are from we say Manchester.” “We like it very much, we get along with our neighbours, nobody throws anything at us, if you don’t speak to them they don’t harass you. The school is close, I feel safe, if we don’t get into any fights they won’t harass us.”

24. Key messagesthe importance of working with the strengths and aspirations of the communityDeveloped resilience “We do not have anything to do with English people. It is just us. We speak Roma to each other.” “Some tell us to go back to Romania where we are from. It makes us feel bad.” “They call us ‘Gypsies’ and say we don’t wash and we have fleas.”

25. The Football Team

26. Key messages The importance of working with the strengths and aspirations of the community Positive attitudes to school

27. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school

28. Key messagesthe importance of working with the strengths and aspirations of the community • Positive attitudes to school • Parents value formal education and understand the links between this and a better future. • Parents are confident that their children are safe in school. • Parental engagement with schools was limited but developing (in response to pro-active work from teachers and other staff).

29. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school • Most young people want to get a good education and job in the future. • Most young people are excited, proud and motivated by school. • The young people value teaching styles which included a personal approach and where they are given opportunities to learn orally.

30. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school “I get joy in myself when I see my children coming from school… I want them to go to school to the highest level. We didn’t go to school. I want the best for my children.” “We have no reason to be worried, the children have never told us anything bad, the teachers encourage them, say ‘well done!’ and give them points.”

31. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school “I don’t go in.” “The teachers don’t speak but they smile.” “When they call us we go, they treat us with coffee, tea and biscuits, they are very respectful.” “I’ll do anything to come to school.”

32. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school

33. Key messagesthe importance of working with the strengths and aspirations of the communityPositive attitudes to school “I like everything.” “The worst thing teachers do is when we are not allowed to talk.” “[one of the teachers] is very nice to us. She laughs and plays games. She is like a mother.”

34. Key messages The importance of outreach cannot be overstated

35. Key messagesthe importance of outreach cannot be overstated • Many children would have remained unknown to services and out of school if it were not for pro-active, sensitive outreach. • Most families and young people value and understand the outreach and follow-up on attendance in Manchester. • Assertive outreach and stressing expectations has supported families and young people to understand, follow and conform to complex UK systems.

36. Key messagesthe importance of outreach cannot be overstated “I was out of school for a long time and I was happy that someone knocked on my door and told me to go.” “No-one helped in London to get a school place. We were there for a while and no-one came to us.” “We got a lot of help to get a school place. [The INA/T/SS Team] helped. Otherwise we would have just stayed like that and waited.”

37. Key messagesthe importance of outreach cannot be overstated “If we don’t send our children to school they call us and they can fine us. This would make us feel very bad. I cannot speak English but still I call the school and say ‘my daughter no school… no school.” “School have called round the house once because our daughter went to the doctor. They told us to bring proof… When someone rings or contacts us from school it helps to remind us that we have to keep sending our children.”

38. Key messagesthe importance of outreach cannot be overstated

39. Enormous Success in ManchesterThrough personalising approaches and provision.‘With a few good decisions Manchester could become a model for Roma integration’ Yaron Matras 2010 • 300 children in school • 7 schools involved in network developing good practice guidance through action research • Parental involvement project (Cedar Mount) • 5 Roma people working in Manchester schools and 2 involved in family support • 6 Young people employed on a personalised interpretation project • Some success with families accessing Sure Start through flexible approach in Crowcroft park • Success with Roma children and young people accessing holiday activities through applying personalised approaches

40. Enormous Success in Manchester • 5 completed MAES tailor made basic skills course • Developed Roma community to deliver awareness raising • GRTS Achievement Day • School/University link • INA T SS Team link with university to develop resources with community involvement around heritage • Big Issue articles and Big Issue partnership • Working with schools, employers and strategic leads to consult with young people in order to identify barriers to work and ensure smooth transition into labour market and positive employment future for young people • Restricted funding with outcome monitoring to be given to some Manchester schools.