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Gypsy, Roma and Traveller Achievement Programme

NATT + Conference

The Belfry Hotel, March 2009

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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

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Introduction to the GRTAP

• Phase 1 2006 – 08, then to 2009Blackburn with Darwen, Cambs., Devon, Durham,

Herefordshire, Hounslow, (Kent), Lancs., Newham, Norfolk, Notts., Surrey

• Phase 2 2008 - 2010Bromley, E. Sussex, Essex, Gloucs., Leeds,

Northumberland, Oxfordshire, Rotherham, Walsall, Waltham Forest

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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

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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

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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

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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

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• 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

Achieving outcomes, GRTAP schools’ priorities

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• increase LA capacity & sustainability• raise GRT pupils’ achievement, espec. in

Programme schools• raise ascription• reduce exclusions & raise attendance espec. in

Programme schools

Achieving outcomes, GRTAP LAs’ priorities

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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

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• 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…

Expectations of schools & LAs

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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…

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•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.

Impact – what the partners achieved

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•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

Impact – what the partners achieved

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•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

Impact – what the partners achieved

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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

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The Crucial question

• How do 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

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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

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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

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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

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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)

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