How good
is our school?
SELF-EVALUATION SERIES E
Taking a closer look at:
Inclusion and Equality meeting the needs of Gypsies
and Travellers
Crown Copyright 2005
HM Inspectorate of Education
This material may be copied without further permission by education authorities and education institutions in Scotland
for use in school self-evaluation and planning.
The report may be produced in part, except for commercial purposes, or in connection with a prospectus or
advertisement, provided that the source and date thereof are stated.
i
Contents
page
Introduction
1
Self-Evaluation in Practice
4
Quality Indicators
7
Sources of Support
14
ii
Introduction
Introduction
The revised edition of How good is our school? (HM Inspectorate of Education, 2002) has been
widely welcomed in schools and authorities. This document is one of a series of guides which
builds on, but does not repeat, the advice on self evaluation given in How good is our school?
The introductory publication to the series, Planning for Improvement, outlines how you can use the
outcomes of self evaluation to plan effectively for improvement. This guide can be used when you
are ready to evaluate the quality of the school's approaches to inclusion and equality relating to
Gypsies and Travellers. It builds on earlier guidance given within the document A route to Equality
and Fairness. In revising this earlier self-evaluation guide, HMIE has decided to publish individual
guides relating to specific issues. The guide shows you how you can use specific quality indicators
from How good is our school? to focus on key aspects with particular relevance to inclusion and
equality.
The focus here is on creating equal opportunities for all pupils and helping your school to respond
to the full breadth and richness of its local community, no matter how transient some members may
be.
Inclusion is now accepted to be more than a focus on any one group of pupils, such as those with
additional support needs or those excluded from schools. There are particular circumstances
relating to the educational needs of those with significant interruptions to their school learning as
experienced by Gypsy and Traveller pupils. Schools need to focus more closely on the quality of
their experience in school. "The diversity in pupils' lifestyles today presents a challenge to
education providers in their push to support inclusion for all." (Inclusive Educational Approaches for
Gypsies and Travellers - (2003) Guidance for Local Authorities and Schools, Scottish Executive).
Your plans for school improvements need to ensure a genuinely inclusive educational experience
for this group of learners who are some of the most vulnerable in your school community.
Within Scotland, Gypsies and Travellers are recognised as distinctive communities, self-identifying
groups who are committed to living a historic lifestyle. The term Gypsies and Travellers is the
generic term which encompasses all groups. In Scotland, Gypsies and Travellers fall into three
broad categories:

Occupational Travellers comprising of show or fairground and circus families.

Gypsy Travellers.

New age Travellers.
1
For many this lifestyle dates back many generations and there is a wealth of history and culture
within the Gypsy and Traveller communities giving rise to well-established historical and cultural
traditions. Within the shared cultural tradition of Gypsy and Traveller communities, cultural profiles
may differ. In England and Ireland, Gypsies are recognised as an ethnic minority under the Race
relations Act 1976. Scottish Gypsies/Travellers occupy a more ambiguous legal status. The
Scottish Executive has acknowledged recommendations from the parliamentary Equal Opportunity
Committee that they should be recognised as an ethnic group. In recognising this ethnic
distinctiveness we may also need to acknowledge the further dimensions of gender, social class
and nationality or colour.
It is difficult to know the number of Gypsies and Travellers in Scotland. Estimates vary from three to
five thousand nomadic Gypsies and Travellers with many more housed who still class themselves
as members of this group. It is also difficult to determine accurate figures for the numbers of
school-aged Gypsies and Travellers. Irregular attendance at school and high levels of absenteeism
make predictions difficult.
It is this high level of irregular attendance and associated difficulties that presents a challenge for
schools. Gypsies and Travellers may be seen as different from the rest of the school population.
Gwynedd Lloyd and Joan Stead carried out a study of Gypsies and Travellers in education and
wrote "difference can be too easily interpreted in schools as deviance, particularly when differences
challenge ideas of normality in school behaviour and attendance" (Lloyd G, Stead J (2002) Race
Equality Teaching Vol. 21, Issue 1, 21-24).
Many schools are working positively to ensure Gypsies and Traveller pupils receive equality of
opportunity within education. However, there are a number of issues that need to be addressed to
provide consistency across all schools.

Sharing background information
Some Gypsies and Travellers are very open about their background while others wish that this be
kept confidential. Schools need to be sensitive to the wishes of both parents and pupils from Gypsy
and Traveller communities in relation to the information that may be shared within the school.

Developing positive attitudes/welcoming ethos
Responsibility for this lies with the education authority (EA), school staff, pupils, parents and the
community as a whole, including members of the Gypsy and Traveller communities.

Ensuring fairness when dealing with incidents of challenging behaviour and bullying
Many Gypsy and Traveller pupils report high levels of name calling and bullying. Some feel they
are unfairly treated. Their negative experiences in these respects increase the tendency to remain
absent from school.
2
*
Staff development and support
Many staff feel they lack knowledge, expertise and resources when dealing with Gypsy and
Traveller pupils.
*
Transfer of information between EA/schools
Inconsistency in transferring information means that pupils need to be constantly reassessed when
entering a new school.
*
Influences within secondary schools
Many Gypsy and Traveller parents feel young people are very vulnerable and adversely influenced
within the secondary environment. In many cases Gypsy and Traveller pupils leave school at the
end of their primary schooling.
*
Communication between school and parents and the Gypsy and Traveller communities
Often procedures are complicated and paperwork may be too difficult to understand. Dealing with
numerous personnel can also be a problem.
Five National Priorities
In recognising the need to ensure equality of opportunity for all pupils in your school, it is important
you recognise and work through all five National Priorities, in particular National Priority 3 which
has direct relevance in this area.
NATIONAL PRIORITY
1. To raise standards of
education for all in Scotland
Education authorities should take a lead in reviewing, analysing and
monitoring levels of enrolment, attendance and attainment levels among
those pupils known to experience interrupted learning. Approaches to
tackling any underachievement and measuring improvements in
performance should be developed.
2. To establish an effective
teaching and learning
environment
Teachers need to receive appropriate training to ensure that they provide
the highest standards of learning and teaching and the most effective
support to Gypsy and Traveller pupils.
3. To promote equality and
fairness and help every pupil
benefit from education
Gypsy and Traveller pupils need to have full access to an appropriate
curriculum with opportunities to achieve their full potential.
4. To work with others to
teach pupils respect and the
duties and responsibilities of
citizenship
Staff, pupils, parents and the community should work cooperatively to
develop all areas and aspects of citizenship thus ensuring that Gypsies and
Travellers are recognised as making valuable contributions to the
community.
5. To equip pupils with the
skills, attitudes and
expectations necessary to
prosper in a changing society
Staff should actively encourage all pupils to value diversity and challenge
stereotypes, so they can contribute effectively in the increasingly multicultural context of Scotland, the UK and the wider world.
3
Self-evaluation in Practice
Part 2 of How good is our school? provides generic advice you need about practical approaches to
self-evaluation.
This guide:

focuses on best practice in understanding the needs of Gypsies and Travellers and
developing inclusive approaches to their education;

asks key questions to help schools measure their current practice against a benchmark of
inclusive approaches through chosen quality indicators;

looks at how schools might collect evidence of their current practice in order to evaluate its
effectiveness and identify areas in which improvements are necessary;

encourages you to weigh up these strengths and areas for improvement as part of your
overall evaluation of the quality of provision in the school; and

you can then use the results of your evaluation to plan for improvement and to report on the
standards and quality of what you have found.
4
Use this page alongside pages 15 and 16 of How good is our school?.
Note down the sources of evidence on which you are basing your
evaluations in the boxes below
People consulted
Documentation and resources reviewed
Direct observation undertaken
Data analysed
5
Fill in your record of the strengths and areas for improvement for each of the quality
indicators using the grids on the following pages
Note the overall evaluation for each of the quality indicators using the
1-4 scale from How good is our school?
Key questions
Quality
Indicator
How well do courses and programmes ensure continuity and progression
for pupils whose learning is often interrupted?
1.2
How effectively does the school monitor the attainment and achievement
of Gypsy and Traveller pupils?
2.1
How effectively does the school match the learning and teaching needs of
Gypsy and Traveller pupils?
3.4
Decide which are your priorities for development?
4.8
Does the learning environment for Gypsy and Traveller pupils provide a
positive ethos for developing relationships and promoting high
expectations of achievement and equality and fairness?
5.3
Do staff receive effective staff development in developing inclusive
practices for all Gypsy and Traveller pupils?
6.6
How effectively do school leaders carry out their responsibilities in ensuring equality
of opportunity and inclusion of Gypsy and Traveller pupils?
7.4
Overall
evaluation
Go back over the areas for improvement you have identified
Decide which your priorities for development are
Identify criteria for success by which to judge progress after you
have taken action
These priorities for promoting equal opportunity and inclusion of Gypsy
and Traveller pupils can now be included in your development plan
6
QI 1.2 Courses and Programmes
This quality indicator is concerned with the following themes

Breadth, balance and choice

Integration, continuity and progression

Support and guidance for teachers
Questions to ask

How flexible is the curriculum in
providing a balance of relevant
courses and programmes for Gypsy
and Traveller pupils?
Best practice

Programmes of study and courses for all pupils
take account of national and local guidance and
reflect policies on equal opportunities, including
the education authority's policy on inclusion and
race equality.

A degree of flexibility is built into the curriculum
offered to Gypsy and Traveller pupils to ensure
key curricular areas such as language,
mathematics and personal and social
development (PSD) are prominent within pupils
individual programmes. Pupils curricular
choices are respected.

The school's PSD programme draws on and
refers to aspects of the culture of Gypsy and
Traveller pupils - past and present.
Gypsy and Traveller pupils have opportunities
to explore a wide range of career choices
including access to further and higher
education.


How successful is your school in
providing distance learning and
supported study for Gypsy and
Traveller pupils?



How effective is the guidance to
teachers on supporting pupils with
interrupted learning?
Evidence


The curriculum extends beyond the school
environment and provides innovative ways of
delivering curricular programmes through
supported study and distance learning.
Community facilities are used to provide
supported study groups outwith school.
Information and communications technology is
used effectively to support distance learning.
The school has in place appropriate policies,
guidance and procedures that relate to race
equality and inclusion for all pupils.
The school's policies, guidance and procedures
that relate to race equality and inclusion for all
pupils are in place.
7
Strengths
Areas for improvement
QI 2.1 Overall quality of attainment
This quality indicator is used to evaluate the overall quality of pupils' attainment taking due consideration of:
 The school's progress in raising attainment
 Pupils' progress in learning
 Pupils' attainment in relation to 5-14 levels and/or in national examinations
 Evaluations across other related quality indicators (QI 4.4, Monitoring progress and achievement and QI 5.2 Expectations and promoting
achievement)
Questions to ask



Best practice
To what extent are
Gypsy and Traveller
pupils making very good
progress from their prior
levels of attainment?

How successful is your
school in raising
attainment of Gypsy and
Traveller pupils in 5-14
levels of attainment and
national examinations?

How effectively do
teachers monitor the
progress and
achievement of Gypsy
and Traveller pupils? (QI
4.4)

The staff track individual pupil progress, and compare their
projected and actual performance. Staff, pupils and parents
agree next steps and targets. Information is collated from a
variety of sources to ensure accurate assessments are carried
out e.g. social work and health board. Appropriate information is
accessed from previous schools.

The school analyses attainment data for Gypsy and Traveller
pupils and identifies notable features of performance.
Attendance of Gypsies and Travellers at school is monitored - the
enrolment process is adapted to help pupils access schools
easily.




Evidence
How successful is your
school in promoting
achievement and
attainment among Gypsy
and Traveller pupils? (QI
5.2)


The teachers' monitoring of levels of attainment for individual
Gypsy and Traveller pupils indicates that almost all pupils make
very good progress from their prior levels of attainment.
Individual Gypsy and Traveller pupils make progress similar to
that of their peers.
The teachers assess Gypsy and Traveller pupils in relation to
expected 5-14 levels of attainment and use National Tests to
confirm their judgements. Gypsy and Traveller pupils undertake
the same school assessments as their peers and prepare for
nationally recognised qualifications.
Trends of attainment among Gypsy and Traveller pupils in
relation to 5-14 levels and in national examinations are
consistently positive.
All achievements are recognised and celebrated. Gypsy and
Traveller pupils have opportunities to share achievements and
successes related to their travels and experience if they wish to
do so.
All teachers have high expectations of Gypsy and Traveller pupils
and make it clear to them and their parents that they expect them
to succeed.
8
Strengths
Areas for
improvement
QI 3.4 Meeting pupils' needs
This quality indicator is concerned with the following themes:
 Choice of tasks and activities and resources
 Provision for pupils with differing abilities and aptitudes
 Identification of learning needs
Questions to ask




Best practice
To what extent do
learning and teaching
approaches in your
school take account of
pupils' cultural
background and differing
learning style?

To what extent do your
school resources
promote diversity and
portray members of all
ethnic and cultural
groups in positive and
non-stereotypical ways?


To what extent do your
assessment procedures
take account of the
specific curricular and
support needs of Gypsy
and Traveller pupils?
How effective is your
school in ensuring any
barriers to learning are
addressed?










Evidence
The staff follow advice from specialist colleagues providing support and/or
have specialised knowledge on the cultural background of Gypsies and
Travellers.
Tasks and activities have relevance and meaning to the Gypsy and
Traveller pupils.
Pupils with additional support needs are identified and appropriate support
is provided.
Curriculum resources:
positively represent sections of society and challenge prejudice and
injustice and racist views; and
promote personal development and encourage pupils' self esteem, cultural
identity, aspirations and career choice in a non-stereotypical way.
The peripatetic staff are used to support classroom staff. Teachers and
support staff are given specific remits to build their knowledge and
expertise. This is then shared with staff in schools.
Pupils' individual needs are addressed through appropriate planning and
assessment procedures.
The teachers, parents and pupils set personal targets for learning which
takes account of pupils' background and interests.
Every effort is taken to remove any barriers to pupils' learning. To those in
ongoing monitoring of pupil's absences and procedures are identified to
ensure pupils are not disadvantaged because of spells away from school.
Resources and key personnel are accessed as required.
Gypsy and Traveller pupils entering school continue to progress through
planned programmes of work. Portfolios of work are built up. Issues of
timing within the school's academic calendar should be addressed eg
subject/course choice.
A buddy/peer system is in place to help support Gypsy and Traveller pupils
coming into class and school.
Flexible approaches are adopted to ensure Gypsy and Traveller pupils are
encouraged to come to school eg issues of transport, school uniform,
homework, time keeping and home/school communication are treated
fairly.
9
Strengths
Areas for
improvement
QI 4.8 Links with local authority or other managing body, other schools, agencies and employers
This quality indicator is concerned with the range, purpose and effectiveness of:
 Links with local authority or other managing body
 Links with other educational establishments
 Links with voluntary organisations, the wider community and employers

Links with statutory organisations
Questions to ask


Best practice
How effective are
the links with the
education authority
in supporting
schools and
ensuring continuity
of approach for
Gypsy and
Traveller pupils?

The school follows EA policies and procedures which address race
equality, discrimination and the requirements of those with interrupted
learning.

The school works in partnership with the education authority in reviewing
enrolment, attendance and achievement of Gypsy and Traveller
communities.
The school works with a designated member of the education authority
senior management team to improve links and achievements for the
Gypsy and Traveller pupils across all schools.
How effective are
the links with other
agencies in
addressing the
needs of the
Gypsy and
Traveller
community?

The school works cooperatively with other agencies and organisations
which are involved in supporting the educational and pastoral needs of
Gypsies and Travellers eg social work services, the local health board,
community police. Also specific organisations such as Scottish Traveller
Education Programme (STEP) and Travellers Education Network
(TENET).

Information is shared and decisions are agreed within a multidisciplinary
forum which includes parents and pupils. Advocacy services are
available to parents to ensure that their interests are represented.
All services work well together to support Gypsies and Travellers within
the school and within the community. Inter-agency liaison groups
provide a forum for dialogue in defusing potential areas of conflict and
developing policies to eliminate discriminatory practices.



Evidence
How effective are
the links with other
educational
establishments?

Well developed and effective links are in place amongst schools and
between schools and colleges to access, transfer and respond to
essential information on Gypsy and Traveller pupils eg attendance,
attainment, aspirations.

The school is involved in sharing best practice within a network of
educational establishments. Staff have very good links with key
personnel which enable them to have access to sources of best practice.
The peripatetic and support staff work cooperatively with schools and
the Gypsy and Traveller communities.

10
Strengths
Areas for
improvement
5.3 Equality and Fairness
This quality indicator is concerned with the following themes:
 Ensuring equality and fairness
 Sense of equality and fairness
Questions to ask

How welcoming is your
school for Gypsies and
Travellers - pupils and
parents?







How effective is your
school in portraying a
positive image of Gypsies
and Travellers?




What impact have school
policies and guidelines
on Care and Welfare had
on ensuring positive
experiences for Gypsy
and Traveller pupils
within the school?

How fairly are Gypsy and
Traveller pupils treated
when there are incidents
of bullying and/or racism
within the school?






How well does your
school demonstrate that
it values the culture and
lifestyle of the Gypsy and
Traveller communities?


Best practice
The school positively encourages and welcomes Gypsies and Travellers.
The school demonstrates support for the Gypsy and Traveller lifestyle.
Information about the school is readily available to pupils/parents and set out in a simple
easy to understand format.
Where schools have a known Gypsy and Traveller population, they retain an appropriate
number of places.
There is a climate of value, respect and trust in the school and with parents.
Gypsy and Traveller pupils are actively encouraged to join in all aspects of school life
including pupil councils and breakfast, after school, youth and sporting clubs.
The staff and pupils exhibit positive attitudes to Gypsy and Traveller pupils.
Gypsy and Traveller pupils have positive role models within the school community.
Curricular materials/school resources give positive images of Gypsies and Travellers and
contain factually correct information on their communities.
The school has clear anti-bullying and anti-racist strategies and puts them into practice. The
school accesses the education authority support networks, national anti-bullying networks
and other support facilities offered.
The policies and procedures relating to anti-bullying and anti-racism are reviewed regularly
by staff, parents and pupils.
A member of staff has responsibility for Gypsy and Traveller pupils. All staff are familiar with
procedures for reporting incidents. Incidents are fully investigated, dealt with fairly and
without bias, and are recorded. The education authority has access to information on
incidents in the school.
Clear guidelines are in place on dealing with the perpetrators and victims of bullying and/or
racist incidents and they are implemented effectively.
Gypsies and Travellers know how to raise concerns when an incident has taken place. All
incidents are taken seriously and acted upon fairly. The headteacher monitors decisions
and ensures all pupils are treated fairly.
Pupils' self-esteem, cultural identity and aspirations are encouraged in a non-stereotypical
way.
Staff and pupils are aware of the culture and lifestyle of Gypsy and Traveller communities.
This is respected and celebrated within the school.
11
Evidence
Strengths
Areas for
improvement
QI 6.6 Staff review and development
This quality indicator is concerned with the following themes
 Links between staff review and development and school self-evaluation and planning
 Staff review procedures
 Staff development
Questions to ask
Best practice

How effective is the school in
ensuring all staff are confident when
working with the Gypsy and
Traveller community - parents and
pupils?

The staff refer to specialist sources of
information about the culture and lifestyle of
Gypsy and Traveller pupils including specialist
colleagues, education support services or
national networks. They have direct contact
with the Gypsy and Traveller communities.

The staff liaise with parents through face-toface meetings and/or easy-to-understand
written correspondence. Pupils' progress
reports are relayed orally if necessary. In
addition to school staff, peripatetic staff are
used to liaise with parents and the Gypsy and
Traveller communities.

Staff development courses relating to equality
of opportunity and inclusion highlight the needs
of Gypsy and Traveller pupils.
The staff review process is used to ensure all
staff feel supported and are addressing the
needs of Gypsy and Traveller pupils
appropriately.


What staff development
opportunities are available?

The staff have opportunities to observe and
share good practice. Where possible, teachers
work cooperatively within the classroom.

Staff development courses focus on the needs
of Gypsy and Traveller pupils.
Gypsies and Travellers are involved in
delivering courses and raising awareness of
staff about the lifestyle of the Gypsy and
Traveller communities.

12
Evidence
Strengths
Areas for improvement
QI 7.4 Leadership
This quality indicator is concerned with the following themes:
 leadership qualities
 professional competence and commitment
 relationships with people and development of teamwork
Questions to ask
Best practice

To what extent are
leaders within your
school committed to
promoting equality for
all pupils?

The school leaders recognise the value of diversity and
ensure that equality issues are addressed in all aspects of the
school's work.

The school leaders have a knowledge of issues related to
Gypsy and Traveller communities. They are sensitive to their
needs and ensure that Gypsy and Traveller pupils feel
included within the school.

The school leaders provide positive role models within the
school and encourage staff to develop their knowledge and
expertise of the Gypsy and Traveller culture (past and
present).
The school leaders actively encourage School Board
members in their role of representing the needs of all sections
of the school community.



Evidence
How effectively do
school leaders
monitor and evaluate
the school's
approaches to
ensuring equality for
all pupils?

The school leaders regularly monitor the implementation of
policies relating to the equality and inclusion of Gypsy and
Traveller pupils.

The school leaders routinely measure the impact that policies
on equality and inclusion have on pupils' learning experiences
and their attainment.
The school leaders ensure the appropriate deployment of
staff and other resources are in place to support the inclusion
of Gypsy and Traveller pupils.
How effectively do
school leaders
represent the needs
of the Gypsy and
Traveller pupils
outwith the school?


The school leaders link with the education authority and the
wider community to promote equality of opportunity for Gypsy
and Traveller pupils for example by:

representing and contributing to related policies through
EA working parties/committees;

attending or sending representation to information and/or
training events related to Gypsy and Traveller
communities; and
responding positively to the wider pastoral needs of pupils
and parents within the Gypsy and Traveller communities.

13
Strengths
Areas for improvement
14
Sources of Support
Additional information and sources can be obtained through the following links.
An Updated response to the Equal Opportunities Committee Inquiry into Gypsy Travellers and
Public Services
(June 2004) Scottish Executive
http://www.scotland.gov.uk
A Route to Equality and Fairness
(1999) HMI and South Ayrshire Council
www.hmie.com/publication.asp and select 'list all publications'
Centre for Education for Race Equality in Scotland (CERES)
http://www.education.ed.ac.uk/ceres
Count Us In - Achieving Inclusion in Scottish Schools
(Dec 2002) A report by HM Inspectorate of Education
http://www.scotland.gov.uk/hmie
Gypsies/Travellers in Scotland: The twice yearly count
(May 2004) http://www.scotland.gov.uk/library5/social/gts4-02.asp
How Good is Our School Self Evaluation series - Inclusion and Equality
HM Inspectorate of Education



Additional support needs in mainstream schools ((2004)
Looked after children and young people (2003)
Promoting Race Equality (2004)
www.hmie.com/publication.asp and select 'list all publications'
Inclusive Educational Approaches for Gypsies and Travellers
Learning and Teaching Scotland (2003)
Issues in school enrolment, attendance, attainment and support for learning for Gypsy and
Travellers and school aged children and young people based in Scottish local authority sites
(March 2004) Padfield P, Jordan E. Scottish Traveller Education Programme (STEP) - research
funded by the Scottish Executive
15
Race Equality Audit for Schools - A self evaluation resource
(April 2004) City of Edinburgh Council and (CERES)
Scottish Travellers Consortium - Scottish Gypsy/Travellers and the Future of Education
(2001) Rebecca McKinney
Scottish Traveller Education Programme (STEP)
The University of Edinburgh
http://www.education.ed.ac.uk/step
Traveller Pupils in Scottish Schools
(2000) The Scottish Council for research in Education (SCRE)
http://www.scre.ac.uk
The BOYS AND Girls Not calling Me names and the Teachers to Believe Me: Name Calling and
the Experiences of Travellers in School
(2001) Lloyd G, Stead J, Children and Society Volume 15 361-374
Working towards Inclusive Education: Aspects of good Practice for Gypsy Traveller Children. research report
(Nov 2000) Bhopal K et al, Department for Education and Employment
Acknowledgements
Thanks are due to centrally deployed staff from the following authorities who offered valuable
insights and comments during the development of this guide.
Dumfries and Galloway Council
East Lothian Council
Falkirk Council
Fife Council
Thanks are also due to Elizabeth Jordan
Gwynedd Lloyd and all from Scottish Travellers Education Programme (STEP)
16