Gypsy, Roma and Traveller Resources Project Report · Gypsy Roma and Traveller Resources Project...

Gypsy, Roma and Traveller Resources Project ReportClaire Lockwood

National Association of Teachers of Travellers+Other Professionals

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Gypsy Roma and Traveller Resources Project Report

Introduction

The National Association of Teachers of Travellers and other professionals (NATT+) was approached by the Department of Children, Schools and Families (DCSF) in June 2007 to run a Gypsy, Roma and Traveller Resources Project with nominated schools and educational settings in England. The aim of the project was to promote Gypsy, Roma and Traveller history and culture into schools and educational settings by giving them a variety of high quality Gypsy, Roma and Traveller resources to be used with staff, pupils and the wider community.

The Traveller Education Support Services (TESS) throughout England

were approached to nominate up to 10 School and/or educational

settings to receive a pack of resources. 698 settings participated,

broken down as the table on the right shows.

NATT+ members chose resources suitable for each different school

setting from a collection of resources produced mainly by Traveller

Education Support Services and leading publishers specialising in this

type of resource (see appendix 1).

The boxes of resources were sent to the schools and educational

settings in early September 2007.

In January 2008 the first National Gypsy, Roma and Traveller History

Month was launched with a National Poster Competition. Five poster

designs were commissioned from five Gypsy, Roma and Traveller Artists

which were re-printed as high quality posters. A set of these posters

was sent to all the nominated schools and settings in April 2008.

An evaluation sheet was sent to every school and education setting

approximately 6 months after receiving the resources. This was

devised and first sent to schools and educational settings in February

2008 (see appendix 2).

The number of evaluations initially returned was poor so a reminder

letter with a second copy of the evaluation was sent in May 2008.

This resulted in a better response with 234 or 33.52% completing

the evaluation form.

Number and types of schools sent boxes of resources

No School or Education Setting26 Early Years Settings

37 Infant Schools

10 First Schools

385 Primary Schools

27 Junior Schools

16 Middle Schools

3 Nursery, First and Middle Schools

165 High Schools

9 Pupil Referral Units

19 Special Schools

1 Hospital Education Unit

Some of the variety of resources sent to nominated schools and education settings

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Summary of the evaluation responses

1. The value / benefit of the resources

The first part of the evaluation was mainly quantitative directly regarding the resources and produced positive comments as well as suggestions for development.

Regarding the quality of the resources, 85% of the respondents regarded them as very good or excellent.

Positive comments included: very high quality, bright and colourful, user friendly and accessible to all, and excellent

production. One of the development comments was that some of the covers and bindings needed to be stronger.

As to the content of the resources, 79.32% of the respondents recorded very good or excellent. Positive

comments included: appropriate, ideal, suitable for all ages, challenge discrimination and promote positive image

and informative re Roma way of life. Two of the development comments were: need to have a higher level of

reading at KS1 for class use, and would like some (resources) angled towards discussion and debate.

Regarding the variety of the resources, 70.04% of the respondents recorded very good or excellent, with a further

22.78% recording good. Positive comments included: great selection, range to cover all ages, work, workshops and

assemblies, very varied history and social commentary and lots of useful photos and CDs. Two of the development

comments included: more objects would be useful, and perhaps an interactive exercise could be included.

Finally, concerning the suitability for the age group, 67.93% of the respondents recorded very good or

excellent, with a further 24.89% recording good. Positive comments included: a wide spread catered for, can be

used by all ages, very variable and can be easily adapted for all ages and abilities. Two development comments

were: need more aimed at First Schools and KS1, and not detailed enough for secondary pupils.

Quality Content Variety Suitability

The value and benefit of the resources

n Very good or excellent n Good n Other responses

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2. How have the resources been used to promote positive images/role models from the Gypsy, Roma and Traveller Communities?

The vast majority of schools and educational settings gave constructive and positive examples of how to use the resources

• Firstly in the school in general: many of the resources were used in displays around the school, in

assemblies, and some had focus days, Traveller culture days and diversity days and most were used for

general awareness raising with staff, parents and pupils.

• Secondly in the classroom: here again many used the resources for classroom displays. The majority

used them as general readers, in book boxes, play areas and libraries. They were used by some schools in

PSHE, SEAL and Circle time.

• Thirdly in the curriculum: the resources were used in many different curriculum areas including support

for work on homes, literacy, numeracy, history, RE, geography, humanities, design and technology and PSHE.

One school commented that a family of Travellers in their school felt they had been singled out and made to feel

different by talking about their community. Another school only used the resources in an English as a second

language classroom with Roma pupils.

3. Which resources the schools and educational settings found most useful with reasons

The response to this question was plentiful and extremely varied, with some mentioning other resources that

the schools and educational setting use. All the comments about the chosen resources were positive giving

good and resourceful reasons (see appendix 3 for details).

4. The support settings get from their local Traveller Education Support Service with regards to the resources and in general

The positive comments overwhelmed the development comments. The schools and educational settings

commented that their local Traveller Education Support Services supported them by offering other resources,

training for staff and pupils, offered liaison between home and school, gave advice and guidance, supported

with transition to high school and attendance and supported them through the Elamp project. Comments like

appreciable, knowledgeable, supportive and excellent were used.

The development comments all focus on the lack of support from their Traveller Education Support Service

mainly due to cut backs and staff shortages.

5. Were respondents aware of any other Gypsy, Roma Traveller resources that have been used in their school/setting?

Respondents mentioned wooden play toys of trailers, vans and horses, puzzles and other reading books.

Gypsy Roma and Traveller Storytellers and artists coming into the schools were mentioned by a few.

Others used websites and local museums.

Many schools and educational settings mentioned that a list of resources would be useful and greatly appreciated.

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6. Did the children/parents make any comments about the resources being used?

There were many positive comments from both children and parents.

Gypsy, Roma and Traveller pupils found that the resources helped them to talk about themselves more.

The posters impressed and inspired the students and provoked discussion. One child saw a picture of a caravan

and the next day brought the family into school to see it. Parents said it was good that children learnt about

other cultures. Traveller parents were extremely pleased and that it was nice to see positive images for a change.

There were three development comments, two regarding the pupils. Roma students who did not want to be known

as Roma in the school and Travellers in another school felt that it was giving away too much information. In one

school the settled parents kept their children off on the Traveller culture day not wanting them to know about it.

7. What did respondents feel was the Race Equality/ Community Cohesion impact of the resources on the settled pupils and the Gypsy Roma and Traveller pupils?

Many positive comments that the resources changed the settled pupils’ perceptions and gave a positive

image and greater awareness and understanding of Gypsies and Travellers. They gave a better understanding

of how their friends lived and they raised awareness and provided unbiased information to deter stereotyped

views and ignorance.

Many schools and educational settings commented that the resources had given the Gypsy, Roma and Traveller

pupils a sense of their own identity and value, improving their confidence and self esteem. It gave them a better

understanding of their own history and culture. It gave them a feeling of being equal and proud of their culture

(see appendix 4 for details).

8. What other resources would respondents find useful for them and their school/setting?

Schools and educational settings would like to receive more Gypsy, Roma and Traveller resources in the future

or more information about available resources. Suggestions for additional resources included: showmen specific,

music, DVDs of children’s lives and experiences, interactive whiteboard, visual, real artefacts and more resources

for Roma. Others ideas were: materials for parent classes helping both the Gypsy, Roma and Traveller parents and

helping the settled parents understanding the Traveller way of life, and examples of positive role models from the

Gypsy Roma and Traveller communities in schools.

Summary of the evaluation responses continued

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Next stepsFinally the evaluation asked the schools and educational settings for future recommendations.

Many respondents asked for more of the same. Other responses included:

• Visitorstorunassemblies

• RolemodelsandvisitorsfromtheGypsyRomaandTravellercommunities

• DVDandsoftwaretobeavailable,includinginteractivewhiteboardmaterials

• Networkingwithotherschoolstosharegoodpractice

• Makingnationalcurriculumlinks

• Curriculumideastoaccompanythebooks

• InformationaboutlocalTravellersandsites

• DownloadablematerialsontheNATT+website

• ResourcesaboutandforthenewRomacommunities

• Morestafftrainingshouldbeavailable

• Provideacatalogueofotherresourcesthatcouldbepurchased;

this should then be available for all schools

• Aone-stop-shoptoorderotherresources.

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Appendix 1

Resources Pre-school Infants First PrimaryTalk About Book 3

Crown Derby in a Kennel 3

Colletta Goes to School 3

Come and Count with Us 3 3 3 3

Every Traveller Child Matters 3 3 3 3

Monday Morning 3 3 3

Mikela’s Black Beauty Goes to School 3

My Trailer 3 3

Off we go to Playschool 3

Off we go to Health Centre 3

Shaun’s Wellies 3 3 3 3

My Little Box of Books 3

Where’s my Teddy 3

Counting Animals 3

Traveller’s Homes 3 3

Open Roads Open Minds 3 3 3

Travellers in their Own Words 3 3 3 3

The Tadpole Trailer 3

Life on the Fair 3 3

Hatchin Tan 3

My Week 3 3 3

Houses and Homes 3 3

My Wonderful Place 3

Melissa to the Rescue 3 3

The Travelling People with Book 3 3

The Christening 3

Looking Back on my Gypsy Childhood 3

Looking at Fairgrounds 3

My Gran

The Romany Language

Appleby and it’s Fair

Appleby Mates

Gypsy and Traveller Citizenship

Travellers in the 21st Century

Colour of Hope

Moving Pasts

Moving with the Times

The Smiths

Young Gypsies

Porraimos

An introduction to Gypsies and Travellers

Porraimos the Devouring

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Age 3-12 Junior Middle High PRU - P PRU = H Special = P Special all

3 3 3

3 3 3 3 3 3 3 3

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3

3 3 3

3 3 3 3

3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3

3 3 3

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3

3

3 3 3 3

3 3

3 3

3 3 3 3 3 3

3 3 3

3 3 3 3 3

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3 3

3 3 3

3 3 3

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3 3

3 3

3 3

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Appendix 2

1. The quality of the resources? (pleasescoreasappropriate;1beingpoorand5beingexcellent) 1 2 3 4 5

Comments:

2. Content of the resources?

Comments:

3. Variety of the resources?

Comments:

4. How do you rate their suitability for the age group?

Comments:

5. How have the resources been used to promote positive images/role models from the Gypsy, Roma and Traveller Communities?

• IntheSchool/Settingingeneral?

• Intheclassroom?

• Inthecurriculum?

6. Please list the resources you have found most useful in your school/setting with reasons

a) Resource:

Reasons:

b) Resource:

Reasons:

c) Resource:

Reasons:

d) Resource:

Reasons:

7. Please give details of support with regard to resources or in general you received from your local Travellers Education Service.

8. Are you aware of any other Gypsy, Roma or Traveller resources that have been useful in your school/setting? If so please list them with reasons

9. Did the children/parents make any comments about the resources being used? Please give examples.

10. What would you say was the race equality/community cohesion impact of the resources on the:

Settled pupils:

Gypsy, Roma and Traveller pupils:

11. What other resources would be useful for you and your school/setting?

12. Any future recommendations?

The evaluation sheet of Roma, Gypsy and Traveller Resources sent in February 2008

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Resource Shaun’s Wellies

Reason • Booksthatcanbeinvolvedaspartofaclassroomenvironmentandusedonadailybasis

• OrdinarystorybookwithGRTbackdrop,discussionaboutsimilarities/differencesencouraged

Resource Gypsies and Travellers in Their Own Words

Reason • HistoryofGRTandchildrentalkingabouttheirwayoflife

• Verygood,easytoread,usedasareferencedocument,inspiredlovelywork,used1:1,

• Backgroundforstaff

Resource Open Roads Open Minds

Reason • Greatstories,visualbackuptoDVDisgreat,storiesareinspiringandrevealing

Resource Role Play Traveller

Reason • Enabledallchildrentodiscusstrailers,lookatthefurnitureandfamilydollsanduseforrole-play

Resource Books (Photo Book)

Reason • Lookingatphotosoftravellingsites,trailersetcanddiscussingthemwithchildren,discussiontool

Resource Books

Reason • Clearpictureswellaimedatchildren’sage,usedinstorytime,toreadanddiscusswithchildrentheirpersonal

experience, helped them settle into school and understand their needs

Resource Counting Animals

Reason • Circletimeoronetooneithelpedthechildrencount

• WelllovedinthenurseryspecificallybyTravellerchildren

Resource Come and Count With Us

Reason • ChildrenthatlivedincaravansjoinedinandmadecommentsandhelpedTravellerchildrenbuildnumber

concepts with no pre-school experience

• Appealingtofoundationage,appealedtoreceptionage,qualityphotos,childrenlovedtheshapeandthe

textures of the book, clear simple durable and tactile

Resource Let’s Look at a Fairground Ride

Reason • Lovedphotos

Appendix 3 continues over the page …

The resources found most useful in school/setting with reasons

Appendix 3

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Resource My Trailer

Reason • Verysuitablefortheyoungerchildren

Resource Holocaust Info

Reason • Goodforteachersinfo

Resource Young Gypsies

Reason • Year10studentsenjoyeddiscussing

Resource Photographs

Reason • Easytoshow,veryvisual,engagesinterest

Resource Travellers Homes

Reason • Lovelycolourfulimages,lookedgreatonwhiteboard,usefulinearlyyears,goodphotos,

• Usefulwhendoinghomesasatopic

Resource The Travelling People

Reason • Useinstafftraining,literacyworkforYear5,goodforwhiteboard,improvedliteracyskills,timelineuseful

• Photographsusedtohighlightthehousesofothersandtodiscussthoughtsandfeelings

Resource My Week

Reason • Childrenlikedfamiliarity,illustrationspromoteddiscussion

• Verygoodaschildrencomeintoschool

Resource Moving On

Reason • Usedinhomesandfamiliestopic,childrenlovedit

Resource Hatching Tan

Reason • CDandphotopacksveryuseful,usefulforarangeoftopics,themes,assemblies,displays

Resource Monday Morning

Reason • Provokeddiscussionaboutsimilaritiesanddifferences,helpedouryoungestTravellerchildrenappreciate

others like them

Resource My Wonderful Place

Reason • HighlightGRThistory-differencesbetweenhorsedrawnandmotorisedcaravans

Resource Caravan and Trailer

Reason • Childrenadoredthem,workedwellwithroleplaydollshouse

Resource Puzzles

Reason • Promoteselfesteemandawareness

Resource Stone Soup

Reason • Goodliteracytest

Resource Jimmy’s Idea

Reason • Enjoyedbyallthechildren,alreadytattyfromoveruse

Resource Porraimos

Reason • TheGypsyHolocaust,usedinhistorytodevelopawareness

Resource Every Traveller Child Matters

Reason • Goodinfoforteachersandsupportworkers

Appendix 3 continued

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Resource Visual Pictures

Reason • Photosexcellentshowingdifferentaspectsoflifeandculture,focalpointfordiscussion

Resource CD of Pictures

Reason • Goodforuseinassemblies

Resource The Two Books on the Holocaust

Reason • Goodinformationandusefullinkstoappropriatewebsites

Resource Posters

Reason • RaisingaspirationsofTravellerstudents,raisingawarenessofcapabilitiesinthewiderschoolcommunity,

discussion tool

Resource Appleby and it’s Fair

Reason • UsedwithTravellerstudentscompletingASDAN

Resource Gypsies and Traveller Citizenship

Reason • EnhancedandsupportedourmoduleondiversityinlifeskillslessonsforYear7

Resource Language Origins

Reason • LinkstoEnglishcurriculum,spreadoflanguages,veryvisual

Resource Gypsy Stories

Reason • Goodforadultliteracy

Resource Website Linked to Poster Competition

Reason • Supportedstaffinintroducingcompetition,goodpositiveimagesofTravellerculture

Resource Books and Activity Cards

Reason • Booksarebeautifullypresentedwithcleareasytofollowinfo.Theactivitiesprovideopportunitiesforroleplay

and small group work

Resource Literacy Trail

Reason • Agoodstartingpointwithfamiliarimagesforchildren.

Withprogressionthroughthescheme

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Appendix 4

Feedback of the impact the resources had on the schools’ and educational settings’ GRT pupils

• Creatingsenseofidentity

• Enjoyeddiscussingtheirwaysoflifeandimprovedrelationshipsbetweengroups

• Seethattheirwayoflifeisvaluable

• Helpsexplaintheirsenseofidentity

• Enjoyedseeingtheirculturereflected,madethemfeelliketheybelong

• Romacomfortablewithsomestaffbutdon’twanttheiridentitywidelyknown

• Improvedconfidence

• Displaywassetup-gaveasenseofbelonging

• Seethattheirheritageisimportant

• Identificationandselfesteem

• Littleimpact,Travellerchildrentendtosocialiseamongstthemselves

• Helpedraiseawarenessandselfesteem

• Resourcesthatwererelevantandthereforeraisedselfesteem

• Selfworth

• Boostedconfidence,relatedtoissuesdirectly

• Feelingofbeingvalued

• Raisedselfesteem,feltvaluedetc

• Gainedpeerapproval

• Madethemfeelimportantandgavethemasenseofbelonging

• Untilnowveryunsettled,gavethemasenseofidentity

• Afeelingofbeingequal,andproudofculture

• Helpedthemfeelpartoftheschoolcommunity

• Pleasedtoseepositiveimages

• Moreconfidentindiscussingtheirlifestyles

• Senseofprideandidentity

• Understandingoftheirownculture

For further information about this report or if you require further copies contact:

Claire Lockwood

NATT+ Resource Project Manager

Gypsy Roma Traveller Achievement Service

West Park Centre

Spen Lane

Leeds LS16 5BE

Telephone: 0113 274 8050

Fax: 0113 275 0445

Email: [email protected]

© NATT+ November 2008 www.natt.org.uk

This report is printed on 80% recycled paper

National Association of Teachers of Travellers+Other Professionals

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