Checklist of good practice
This checklist can be used as a self-evaluation tool and is especially
relevant for schools that have Traveller pupils on roll. Each point is
equally important, however simple and obvious it may seem.
Current Practice
Are families welcomed when coming into
school? Have you copies of Travellers’
Times* in your reception area? This is a
good indication that you are a Travellerfriendly school.
Traveller parents may have experienced
prejudice and hostility from the settled
community during their own schooling, and
may have ambivalent feelings about
education and school. Have staff had cultural
awareness training?
Traveller parents are as anxious as any
parent that their child is happy and making
good progress. Do not misinterpret any lack
of interaction as a lack of care or interest.
Do staff take the initiative to maintain
contact with Traveller parents?
Be aware some families may have varying
levels of literacy. Is there good oral
communication between the school and
family?
Are staff trained to offer help where
appropriate with completion of admission/
permission forms? Parents may need
support reading and completing paperwork
Are parents and pupils actively encouraged
to ascribe to the correct ethnic code?
Sensitively explain ethnicity categories and
the rationale behind collecting these data. It
is important to discuss with the family
whether they prefer to be called Gypsies or
Travellers. The family need to be made
aware that being called Gypsy provides
protection under The Race Relations Act
whereas being called a Traveller does not.
An explanation of the benefits of self
ascription may need to explained. Leaflets
can be downloaded from the EMTAS
website.
Do the family understand the school’s
behaviour, uniform, homework policy and
attendance expectations? Has someone
explained these orally?
Be aware of prejudice and name-calling
(“gyppo” and “pikey” are the most common
terms of abuse) and deal with any
occurrence as a racist incident. Gypsy and
Traveller children and young people will be
very sensitive to name-calling.
Areas for Improvement
Is there fast assessment and access to
learning experiences on school entry,
irrespective of the family’s intended length of
stay?
Do staff have high expectations of Traveller
pupils?
Have you ascertained parental attitudes
towards sensitive issues such as sex
education, changing for P.E. etc. as this may
have planning implications and impact on
attendance?
Traveller pupils spend a lot of time in adult
company and are comfortable conversing
with adults as equals. Do not presume the
pupil is being disrespectful if he/she is
outspoken with adults. Do you ensure pupils
understand what language and methods of
communication are and are not acceptable in
school?
Do you provide homework support where
appropriate? Homework support may also
mean allowing the pupil to do homework at
an alternative time during the school day in
order for it to be completed and not
necessarily during lunchtime as this could be
seen as a punishment.
Is there representation of Traveller culture
in teaching and learning activities and
resources?
Traveller pupils may stick together,
particularly at lunch and break times. This
may be viewed as intimidating or as an
inability to interact with other pupils when it
is no more than a form of peer support. Do
you have peer mentors or Young
Interpreters in school?
Do lunchtime staff have an understanding of
Traveller culture? Lunchtimes are probably
the most difficult time for Traveller pupils
due to their unstructured nature and this is
when incidents are most likely to occur.
Have you put in place strategies to support
pupils during lunchtimes?.
Is there a time-out area for pupils unfamiliar
or unable to cope with the pressures of
school?
Have you contacted the EMTAS service for
support and training?
.
*Copies of Travellers’ Times can be downloaded from www.travellertimes.org.uk