FINAL EVALUATION REPORT - NIACE CLIF

SECTION 1: INFORMATION ABOUT THE PROJECTName of the project and Project ID: Telling & Sharing Our Histories: A Gypsy Roma & Traveller

community project (CLIF 12972)

Introduction to the project: This intergenerational project brought together the Gypsy Roma and Traveller communities of London and the South to produce and maintain a living archive through film, audio, exhibition, website and book. With a focus on the Royal Borough of Kensington and Chelsea (RBKC) it formed the cornerstone of the boroughs Gypsy Roma and Traveller History Month, annually held in June.

A residential programme of creativity and media literacy brought the communities together to actively shape the project from the start and underpinned other learning delivered in the RBKC.

Lead Organisation Westway Development Trust (WDT)Introduction to lead organisation Westway Development Trust was formed in the 1970s, to

take on the challenge of regenerating and managing derelict land under the A40 flyover, which had sliced through North Kensington. Forty years on, the land has been improved and brought into use, but there is still plenty to do. Needs have changed, buildings have aged and many projects have flourished and grown. Westway pioneered community ownership for major public assets, even though, in the 1970s, many saw our derelict land as a liability. Social enterprise was the key to unlocking the potential. Through this enterprise we now earn our own money, using our initiative to generate income, and we use that income to pay for a wide programme of community benefits The community programme we can deliver for our locality, and beyond, is now very substantial, but to preserve and increase this we need to maintain our enterprise, create new income streams, find new initiatives and forge new partnerships; and to continue to use our regeneration as the driving force for growth

Name of the person responsible for preparing this report and their contact details:

Phil [email protected] m: 07411 493 101Freelance research and development consultantEngaged by the Westway Development Trust

Dr Andrew [email protected] Professor Corvinus University Budapest

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mailto:[email protected]

mailto:[email protected]

1.1 Summary of the project

Gypsy Roma and Traveller communities are among the UK‘s most marginalised groups (CRE, 2006) with children/young people and adults experiencing the very worst in education, employment, health and accommodation (Cemlynl, 2009).

Given the multi-marginalisation of Gypsy Roma and Traveller communities, a simple focus from the very start has been that the programme would help enable 5 or 6 ‘live wires’ – people who continued to actively participate in their; and their communities development.

The target learner group were Gypsy Roma and Traveller families in the RBKC, London and the South of England. The project helped to strengthen their active citizenship and community participation and enabled the skills to plan and deliver Gypsy Roma and Traveller History Month in the RBKC; and create a living archive documenting a history stretching back to the 1800s in the Borough.

The backbone of this project was a 3 x 3-day residential programme of media literacy and creativity delivered at High Ashurst, Surrey. Supporting this residential programme was training delivered in the RBKC on interview training, audio-editing and video editing.

In total 84 participants and 5 volunteers were involved in one or more of the project activities.

The project produced a book, touring exhibition, films and audio vignettes that contributed to Gypsy Roma and Traveller History Month celebrations in the RBKC.

The project key partners were the RBKC Library and Youth Services, NOVA – new opportunities, Eel Productions, Oxford Gardens Primary School, Video College, V&A Museum and British Film Institute.

1.2 Summary findings

1.2.1 The extent to which you achieved your overall aims and objectives;

The project achieved its aim of working with 20 Gypsy Roma and Traveller families. The project achieved its aspiration for adult members of communities to learn together with

their children/young people to improve their media literacy skills through a residential programme of creative learning and through training in the Borough.

The project achieved its outputs to produce 3 x films, 5 x audio vignettes of poetry and personal verse, a touring exhibition and book.

The project mostly achieved its aspiration for parents/carers and young people to deliver a programme of activity for GRTHM 2013. In the event a launch celebration at the V&A; film screening at the BFI, book launch and touring exhibition were delivered. However in hindsight the calendar of activities in the month could have been stronger and perhaps focussed in other areas outside of Kensington and Chelsea.

The project achieved its aspiration of putting the communities at the heart of the decision making process, for them to lead on creating and delivering GRTHM, 2013 in the RBKC.

1.2.2 What went well

Engaged multiple learners from the Gypsy Roma and Traveller communities, across a broad range of ages, experience and learning. Many in the group were returning to the learning environment for the first time in many years.

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Provided a ‘social’ space at the residential for people to informally learn together, share experiences and engage in cross-cultural conversations. This helped spark a first-time interest in GRTHM for many participants. Despite being a national event since 2008 the history month has not captured the imagination of the settled or Gypsy Roma and Traveller communities alike. This programme helped raise the history month profile amongst the communities it was meant to promote and celebrate.

The project has been a springboard for participants to develop work in their own communities. Three of the participants have started a not-for-profit community group in Barnet called MUNYA. Another participant, as a consequence of hearing about good practice on one of the Traveller sites in London, is at the time of writing, working towards an Award for All Application to roll out a Wi-Fi network to eleven sites in Hertfordshire. Another participant in Kent has approached her site manager to open a conversation and start to plan for the History Month locally in 2014.

All output elements of the project – a book, exhibition, films and audio vignettes –produced on time to a reasonable standard.

The partnership with V&A Museum and BFI helped raise the profile of GRTHM at a national level.

1.2.3 What didn’t go so well

Sustained engagement of participants for the full length of the project was tricky. Participants’ engagement with the programme was sporadic and numbers attending, except for the last two residential visits, were generally low.

For a small minority of participants, the residential visits were perceived as a break rather than an opportunity to engage with the project

The mix of large numbers of children, young people and adults at the residential visits provided particular organisational challenges that detracted from the purpose of the visits.

Engagement of the English Gypsy community was in very small numbers and centred on just 2 families in total.

Completing end-of-project interviews with all participants. June and July is not a good time for completing evaluation activities for Traveller and settled communities alike. A period of holiday for most, these are particularly busy months for the Gypsy and Traveller communities. Indeed there is a national recognition that GRTHM in June may not be ideal. With fairs and other traditional Gypsy and Traveller events taking place, the final evaluation was in some cases a low priority by participants.

1.2.4 What factors for success you have identified

The mix of seasoned community activists and people new to the movement provided a great blend of experience, energy and ideas.

The residential settings provided a space for people to get to know one another. Through structured activities and informal conversations in the huts, a great rapport and understanding between participants began to grow.

Participants involved in the film element had a strong learning experience. A well planned and delivered programme of residential activity – in a setting that lent itself to exploring the camera; a focussed week in RBKC at the Video College to start to learn the skills to edit; and a celebration event at the BFI all culminated in a rewarding learning experience. The factors for success – largely a truly talented film maker and teacher who led the element and was supported by another volunteer expert film-maker. Her approach was fantastic throughout – flexible, well organised, led the activity, met challenge with an idea, maintained contact with participants outside of the residential. Other factors included the delivery of something locally that supported the residential learning and having the celebration event at the BFI provided a real focus for people to collaborate.

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It was especially pleasing to see Roma families working with Irish Traveller and Gypsy families. Roma are a new addition to the UK Gypsy and Traveller communities and it is important to see emerging partnership and understanding between the groups

To be away from an inner city London site or crowded housing was a new experience for young Gypsy Roma and Traveller people – the project gave them new experiences but also built up their confidence giving them new roles and bringing them into contact with people outside of their communities

1.2.5 What challenges you met and how you overcame them

The project had difficulty in encouraging participants to complete a learning diary. Real barriers for the communities included acknowledged low literacy levels and English as a second language. Different options to record the journey were explored, including photographic documentation and audio recordings. This was discussed with participants and in the event what seemed to work best were videoed group discussions that were guided by the project team alongside informal noted and recorded conversations.

Initial engagement of participants was low despite promotion locally in the RBKC through an extensive network of voluntary and community organisations; and nationally through Gypsy Roma and Traveller groups. The project team spent an intensive period of time visiting potential participants and talking though the project. Word of mouth promotion provided a momentum that grew as the programme developed.

Measuring the impact on the settled community through a perception survey has been problematic. When the bid was prepared the RBKC Library Services was to undertake this survey however by the time the application was accepted, these services were part of a restructuring process, and jobs were lost. In the event this meant they could no longer deliver the survey. This was overcome by the project manager undertaking the survey – conducting structured interviews in libraries, community venues, cafes and on the street settings, and producing an online ‘Survey Monkey’ questionnaire that was disseminated to 200 people in RBKC. In the event 135 people completed this survey. The follow up survey in July proved equally tricky with holidays and project staff illness and at the time of writing just 17 people have responded to the survey – making analysis of change difficult to measure.

There have been serious personal factors affecting participants’ regular involvement including multiple bereavements; serious medical issues of individuals and family members; and accommodation (including overcrowding and eviction). We know from wider research that the communities experience multiple exclusions and some of the very worst ‘social facts.’ So whilst not totally unexpected this can make planning for events tricky. An example was the 1st residential where on the Monday before we were due to attend there was an almost full attendance – by the Wednesday and a call around to remind people of arrangements, there were less than 20% of people coming. Whilst never being able to totally account for the very real dilemmas faced regularly by multi-marginalised families, some strategies adopted included having a reserve list of families to attend; maintain contact with non-attending individuals so that they can rejoin at a later stage if able and interested (e.g. email circulation to all so that people are aware of projects development); and if able and appropriate offer support to help meet personal need or signpost to someone who can.

There was a difficult violent incident at one of the residential meetings. An Irish Traveller young person attending the residential with their family, who was under a child protection order, was slapped in temper by a Roma adult from another family at the end of one residential. We took a lot of time and care to get to the bottom of the issue then resolve it with the two families involved. It was really important, particularly given the child protection order, that Child Protection Policy was followed though and after the residential we spent a couple of days liaising with social services in Barnet and the link/support worker in Bristol. In Barnet Social Services visited the child and were satisfied with the action taken, that the

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issue was resolved and the matter was closed with them. Despite this stressful and challenging situation strong links were forged with the families from both sides of the dispute and both remained active participants in the project.

What lessons have you learned?

Word of mouth is by far the best promotion to engage participants from the Gypsy Roma and Traveller communities.

Be prepared to be flexible throughout and encourage all positive outcomes. Whilst Irish Traveller, Bargee and Roma staff were employed on the project, as Youth

Workers, Co-ordinators and Interviewers, this did not go far enough. Employing members of the community in paid positions, helps pass ownership of the ‘Traveller’ movement to community members themselves.

Three residential visits; and mixing children and adults at these may have been too ambitious. In hindsight perhaps a smaller more committed group would have worked better.

Trust and relationships are essential to success but take time especially for families with limited external interactions with educationalists

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SECTION 2: CONTRIBUTION TO THE KEY CLIF THEMES

2.1 Learning for community

This project has brought together Gypsy Roma and Irish Traveller communities together as one voice. Whilst not unique it is uncommon for the different communities to work together towards a common goal. This ‘shared voice’ approach has been instrumental in raising the sense of possibility and aspirations of individuals and groups. One participant commented at a residential ‘we are all one when it comes to challenging discrimination.’ It has been illuminating to hear participants share life stories and recognise the commonalities across communities.

It has been especially good to see Roma, a new migrant group, involved in their communities’ development.

In contributing to this theme a number of developments are being taken forward beyond the project including the formation of a not-for-profit making group in Barnet, aimed at providing learning opportunities for future generations to flourish.

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SECTION 3: CONTRIBUTION TO CROSS-CUTTING THEMES

3.1 Community involvement and accountability

A project steering group was established at the start of the project comprising partners, participants and volunteers. This group helped steer the project planning and delivery throughout.

Community members were actively involved in the interviewing of participants. A group of 5 people were trained in interviewing techniques and these individuals conducted all initial interviews.

At the end of the project participants and partners were invited to an end of project review and evaluation half day. At this a draft final report was presented which formed the focus of discussion.

3.2 Teaching and learning

Participants were supported in their learning through volunteers, outreach workers, youth workers and tutors through a programme of media literacy and creativity delivered in residential settings and training delivered locally in the RBKC.

There were 3 residential meetings. The residential programme of activity was initially drafted by the project manager and element coordinators and evolved by sharing through email and at meetings with participants, volunteers and other project staff (e.g. youth workers).

Participants were encouraged to reflect on the programme learning activities as part of the residential, to help enable the next residential to be improved and more responsive to need. A simple example was that at the 1st residential some of the reflection of adults and children was that there should be an evening cultural event to share song, dance and poetry. At the second and third residential meetings this happened.

The Audio editing (2-day) and Video editing (5-day) training in the Borough was delivered by subject specialists. The learner group in these instances was small which meant that learners were intensively supported to learn at their pace.

Supported distance learning. Some participants were supported online with producing presentations and promotion literature. For example, CARJ approached the project to share its findings at one of their member meetings. Two people (1 Adult and 1 YP) put themselves forward to do this. A draft PowerPoint was produced and honed through email exchanges with the project manager, until complete. Another example included producing promotional literature for the BFI Film Screening. Participants helped decide the programme and produce a flyer for the event through email exchanges and telephone conversations with the element coordinator.

Westway Development Trust and the Boroughs’ Housing Commissioning Service currently have outreach workers supporting the Gypsy Roma and Traveller communities in the Borough and these provided continuing support to learners as part of this project.

Oxford Gardens Primary School provided in school support to pupils involved in the project from Stable Way. For example as part of this a young person was supported to prepare and deliver an assembly to raise awareness of GRTHM.

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3.3 Supporting progression

The residential provided opportunities for relationship building between staff and participants and development of individualised strategies to build up confidence and skills. at planning meetings with staff/activists a frequent agenda item was how best to provide such assistance

Project staff have supported people to meet their individual circumstance. In some cases this has involved advocating with the individual (e.g. attending meetings with schools/colleges or other organisations), providing supporting skills/knowledge (co-writing funding bids, constitution) or signposting to other appropriate organisations (referring for legal advice).

3.4 Partnership working

Informal interactions in residential events in workshops, meals and socialising provided effective routes for communications. The project made links with and visited families on 5 sites (Greenwich, Kent, Oxford (2) and Kensington and Chelsea) and in houses in Barnet, Bristol, Swanley, Camden) to build up interest and involvement. 5 planning meetings also supplemented more formal organisation and communication between stakeholders and participants.

The partnership with the BFI was built on the back of existing work with the WDT. Whereas the partnership with V&A Museum developed newly out of this project. After pretty much unsuccessful calls to museums in the RBKC, Kensington and Chelsea Social Council was approached for support. They provided some contacts and out of those came the partnership with V&A Museum.

Each project element had a co-ordinator and part of their role was to form a working group with participants. Through email, telephone and meetings that area of activity would progress.

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SECTION 4: WHAT DIFFERENCE DID YOU MAKE?

4.1 Methods Used

Note to reader:Due to the low number of non-Irish Traveller / Roma participants and the chance to identify people through their personal/confidential statements, any quotes from interviewees will be totally anonymous.

4.1.1 Background to the monitoring report

In May 2011, the Westway Development Trust produced an Interim Report into the Learning Needs and Opportunities of Irish Traveller families on Stable Way (Regan and Ahmed, 2011). That report helped inform partners understanding of the challenges faced in engaging Irish Travellers in education. In 2011-12 NOVA – new opportunities (lead partner) successfully gained NIACE funding to extend the work on Stable Way to specifically challenge the communities’ digital exclusion. The leaning from that NIACE ACLF project informed this activity.

4.1.2 Why choose this methodology?

The project has a Participatory Action Research methodology. This approach has its roots in the educationalist work of Paulo Freire (1970). Developing a theoretical framework that shared the basic premise of adult education, that adults have control over the content and form of their education, this dialogical approach to adult education engaged individuals in critical analysis and organised action to improve their situations. In these dialogues,”educators” and “students” move toward a critical consciousness of the forces of oppression and the possibilities for liberation.‟ (Pant, undated p.95).

In accepting the premise that Participatory Action Research is a way of “improving and informing social, economic and cultural practice” (McTaggart, 1997, p.26), the role of participants is central, otherwise an outside, often ‘expert’ view can prevail creating further cycles of dependence. Based on the principle that those people best able to research, understand, explain and address any issue are those that experience it every day, the report aims to build on the critical awareness and action of the participants themselves.

4.2 What Kind of Evidence was collected

Action Research is more of a holistic approach to problem-solving, rather than a single method for collecting and analysing data. Thus, it allows for several different research tools to be used as the project is conducted. Tools utilised for this study include:

4.2.1 Semi-structured baseline interviews

In September 2012 Dr Ryder trained five GRT adults to undertake interviews for the planning and evaluation aspect of the project. The training was completed successfully as demonstrated through practice interviews which were digitally recorded and monitored. These community interviewers formed the backbone to the data collection process.

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As participants joined the project they were asked to complete an initial short semi-structured interview with a community interviewer. The intention to identify a baseline of demographic data, participant expectation of the project, barriers to development and participant experience of Gypsy Roma and Traveller culture and history. The semi-structured interview wanted to explore:

1. Are there things/barriers in life holding you back?2. What would you hope to see come out of this project – for you, your family, and your

community?3. Are there things that the project could support you with – computer skills, literacy,

numeracy, benefit support, volunteering etc.4. What are your strongest memories (good or bad) of

a. being a new arrival in the UKb. the family c. workd. travel

These initial interviews were conducted between October 2012 and January 2013 and involved in total 42 people (20 adults and 22 young people). A number of themes emerged regarding the aspirations for the project which included a desire to preserve history and heritage, a breakdown of stereotypes and learning about other Gypsy Roma Travellers. These interviews helped shape the direction of the project.

Some participants joined the project post January 2013. These participants were asked to complete a short project registration form to gather their demographic data. 26 (15 adults and 11 young people) forms were completed.

In the event a total 68 initial interviews and registration forms with 35 adults and 33 young people were completed. Of these 26 were digitally recorded and 42 noted.

4.2.2 Semi-structured end-of-project interviews

1. In July and August 2013, semi-structured end-of-project interviews were conducted with participants. The intention to identify how the participants had engaged with the project, what skills and understanding they had gained, and how they would take any learning forward in the future. The semi-structured interview wanted to explore:

1. What activities were you involved in – why those activities/what experiences?

2. Is there anything that you have gained – skills, understanding, friendships, confidence

3. How do you intend to take forward anything you have gained from this project?

2. It was not possible to conduct these interviews with all participants given that some were on holidays and others had very personal issues (including bereavements and eviction from their homes). A decision was taken to target adult participants and in the event 12 interviews were conducted during this period. 3 of these interviews were recorded digitally and 9 were noted during meetings or telephone conversations.

4.2.3 Focus Group Discussions

The residential setting provided an ideal situation to have focussed, group discussions with adult participants. These discussions were videoed and took place at all three of the

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residential meetings in November, February and March. Discussions centred on common experiences, GRT history and culture, planning for the History Month celebration, peoples learning journeys, ideas about how the participants would take forward any learning from this project and reflection on what was holding them back.

4.2.4 Individual questionnaire feedback on residential activities

The residential visits offered opportunities for adult and young people participants to get involved in creative sessions and outdoor activities to build confidence and increase team working skills. Activities included high ropes, obstacle course, archery, mountain bike riding, contemporary dance, arts and crafts, and poetry and verse.

A simple ‘Tell Us What You Think’ and ‘Write Something You Have Learnt or Achieved’ feedback forms were made available at the second and third residential visits (February and March 2013).

In the event 40 people completed these.

4.2.5 Perception Survey

To help evaluate the impact of the project on the settled community a perception survey was undertaken with people who live and work in RBKC to better understand their perceptions and experiences of Gypsy Roma and Traveller communities.

During January – April the project manager completed a short questionnaire with people who live and work in RBKC. The survey was conducted on the streets, in libraries, community venues, older persons residential home, cafes, on the streets and through an online Survey Monkey disseminated to approx 200 individuals, groups and organisations in RBKC. In the event 135 people completed this survey.

A follow up online survey in July has provided just 17 responses. Given that low return the follow up survey is not robust. That said when accompanied by anecdotes from partners, RBKC residents and participants themselves does point to a raised awareness and understanding of the communities.

4.2.6 Case Studies

This report has interviewed and followed some of the participants on their learning journey and presented them here as case studies to further understand the impact that this project has had on individual lives. It should be noted that the presented Case Studies are made up of notes from interviews, observational field notes and information from partners.

4.2.7 Other evidence

Individuals and organisations have emailed their reflections and experiences of the project that again has been captured and will be presented as part of this report.

Additionally for the exhibition element of the project a visitors book accompanied the exhibition and comments have been recorded that will inform this report.

At the end of June there was a meeting inviting participants and partners to reflect on activity. In the event 6 people attended. A good conversation was had reflecting on the project, participation and future activity.

Attendance registers

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4.3 Findings

4.3.1 The Participants

This was an opportunity sample, comprising mainly Irish Travellers and Roma families, though also including New Traveller, Scottish Traveller and English Gypsy participants. They all directly participated in at least one project activity or event. This analysis provides some insight into the overall participant sample, though for the purposes of this report, is primarily concerned with the adult participant population.

In total 84 participants were involved in at least one project activity. This comprised 35 adults age 19+ (42%), 33 young people age 10-18 (39%) and 16 children age under 10 (19%).

A breakdown of the adult population by age shows that 23 participants were aged 25-49 (66%); 6 were aged 19-24 (17%) and 6 were aged 50-75 (17%).

TABLE1: Breakdown of number of adult participants by age/ethnicity

AGE No of participants

English Gypsy 19-24 025-49 150-75 2Over 75 0

Irish Traveller 19-24 625-49 1150-75 2Over 75 0

Roma 19-24 025-49 950-75 1Over 75 0

New Traveller 19-24 025-49 150-75 0Over 75 0

Scottish Traveller

19-24 025-49 050-75 1Over 75 0

White British 19-24 025-49 150-75 0Over 75 0

The participants comprised 4 English Gypsies (3 adults and 1 YP), 56 Irish Travellers (19 Adults, 26 YP and 11 children), 20 Roma (10 adult, 5 YP and 5 children), 1 Adult Scottish Traveller, 1 Adult New Travellers and 2 White British (1 Adult and 1 YP). Two-thirds (66%) of all participants were Irish Travellers.

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There was an approximately equal split of 45 females (53%) and 39 males (47%). Female participants were made up of 24 Adults, 16 YP and 5 Children. Male participants comprised 11 Adults, 17 YP and 11 children. Remarkably high turnout of male participants considering usually women involved from the communities in this type of activity.

21% of all adult Irish Travellers were male in contrast to 50% of all Roma adult participants.

TABLE 2: Breakdown of number of adult participants by gender/ethnicity

Gender Ethnicity No of participants

Male English Gypsy 1Irish Traveller 4Roma 5White British 1

Female English Gypsy 2Irish Traveller 15Roma 5Scottish Traveller

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New Traveller 1

20% of Adult participants indicated that yes they had a physical or mental, or emotional disability. 27 people (77%) indicated no disability with 1 participant (3%) preferring not to say.

48% of Adult participants indicate that they were employed (11%) self employed (11%) or part-time employed (26%).

52% of participants indicated that they were not in employment. 17 of these 18 (94%) not employed participants were female and largely reported bringing up their families as the reason for not being currently economically active.

5 adult participants (14%) indicated that they were involved in some form of voluntary work.

“I do 1-day a week at Irish Societies [paid work] and volunteer for the Irish Traveller Movement”

“Some paid work, though most of it is voluntary. I volunteer with Hertfordshire GATE, who work with families on 11 sites in Hertfordshire. I also volunteer with the Irish Traveller Movement.

“I’m a self-employed musician and busker. I am on the road most of the time, making a small living that is topped up with Working Tax Credits....There’s loads I do for free like this [the residential]. Used to work as a benefit advice worker and I help people out with their benefit claims. ...I volunteer at events and festivals.”

“Have been volunteering for the Residents Association now for last 3 years. Tom Sweeney used to be the Chair of the residents and I never realised how much work he did til I started doing it myself... I am part of groups - the SWAG [Stable Way Advisory Group], ITM [Irish Traveller Movement] advisory group, London Forum and Chair the Stable Way Residents Association. I get a lot out of it though sometimes can be frustrating to be putting in your time for free and not seeing a lot of difference – particularly on the site..”

‘Yes volunteer through the church and am founder member of a voluntary Roma group – Romany Heart.’

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25 of adult participants (71%) indicated leaving continuous full-time education at age 16 or below. 50% of these reported not-attending school at all or having a very brief engagement with it beyond primary level.

I only did a year or so in school from about 9 to 11 years old.

Had to leave secondary school in the first year to help look after my younger sisters.

We were on the road and I never went to school.

Always lived in a house and have good memories of school.

Education was not available to me, I had to work but did go to school 3 months in a year. When I did go, the little school did not bother with me – was pushed to one side. I remember the teacher asked the Gypsy pupils to stand up and said there was no point in teaching us. ….As a parent I did not want to send my boy to school at first, was dead against it and hid fact I was a Traveller – frightened of trouble – but they know us now and my boy is doing well at school When he was first at school they told the class to draw their home and he was told he could not draw a caravan but had to draw a house. So he drew a house on wheels.

23% of respondents remained in education post compulsory education. 11% in learning until age 17-18; 6% until age 19-20; and 6% age 21+. 2 respondents (6%) provided no data.

At 16 I finished school and went to college. I did a NVQ in Hair and Beauty until I was 18

Done NVQ1 and 2 and worked in a nursery moving the Leeds to live fr couple of years. I now need a level 3 in Child Care to return to work in a nursery and will do this part time.

Trained to be a teacher at Westminster College and attended many CPD training sessions as a teacher alongside other training

Completed training at university to doctorate level in Psychology

32% of adult participants were currently attending or involved in other adult learning activities in the last 3 years. 11% of people had been involved in other adult learning though not in the last 3 years. 46% of participants had not had any involvement in adult education since leaving school. 4 participants (11%) provided no data.

I left school in the first year of secondary. Have been involved in Health and Safety Training, CSCS and other job related training, I finished a site management BTEC last year.

In Ireland returned to education and learned to read and write and did computer courses – it was a good experience

Have been doing Mediation training with ACERT to help with resolving conflict. About 30 of us are currently involved in the training, and we hope to gain employment after finishing.

In addition to the demographic data participants were asked to complete a short semi-structured interview. In the event 20 of the 35 participating adults completed this.

Participants were asked to reflect on what factors, if any, were holding them back. Factors identified through the interviews included, illiteracy, lack of training and formal business skills, computer skills and a lack of confidence. A key obstacle that has been identified is racism towards GRT communities.

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5 adult participants (25%) indicated that discrimination/racism/stigma was holding back them and their communities.

“We are always looked down upon and painted with a black brush. They [the establishment] want to push us into a corner and there is not much support for us”

“There are a lot of ‘country people’ who when they realise you are a Traveller they do not want to give you a job or keep you on”

Specific skills and qualifications were identified as barriers. Computer skills (20%); Work Related Qualifications (5%); Reading and writing (10%); Public Speaking Skills (5%) were all things that people thought would be helpful/supportive to have.

Accommodation for many was a major factor. Housed and sited participants alike described similar conditions - poor quality and overcrowded conditions.

‘Not having a permanent site to live on. We need a place to live which has facilities, chalets to live in and privacy’

My home is two rooms in a hostel. I share these with my wife and our 4 children. We have been in this place for 7 months. We share it with people on drugs and there are dangerous fights. My children see all this around them.

2 adult participants (10%) talked about culture as something that held them back.

‘In a way being a Traveller held me back as our own discrimination is a problem. In the past my husband did not give me the freedom to do what I wanted around work or college.’

‘Sometimes men can hold women back from working and helping the community – some Traveller men want women to stay at home’

TABLE3: Barriers holding back participants

Barriers No of people

Nothing 3Married too young 1Discrimination 5Work related Qualifications 1Computer skills 4Culture 2Accommodation 4Schooling 1Reading and Writing 2Disability 1Lacking in confidence 1Public speaking skills 1Employment opportunities 4

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4.3.2 Participation

Participants were invited to attend a number of learning, information and celebration events throughout the project. These were:

o Interview Training, Harrow Club (RBKC), Sept 2012o Project Launch Event, Harrow Club (RBKC), Oct 2012o Residential 1, High Ashurst (Surrey), Nov 2012o Residential 2, High Ashurst (Surrey), Feb 2013o Residential 3, High Ashurst (Surrey), Mar, 2013o Audio Editing Training, NOVA – new opportunities (RBKC), Apr 2013o Video Editing, Video College (RBKC), Apr 2013o GRTHM Celebration, V&A Museum (RBKC), June 2013o GRTHM Film Screening, BFI (Westminster ), June 2013

Regular participation at the events was generally low. Participant and volunteer numbers attending at each event were:

o Interview Training: 5 Adults and 1 YPo Project Launch Event: 8 Adults; 3 Children; 11 YP; 3 volunteerso Residential 1: 10 Adults; 6 Children; 16 YP; 5 volunteerso Residential 2: 18 Adults; 6 Children; 23 YP; 4 volunteerso Residential 3: 18 Adults; 12 Children; 28 YP; 4 volunteerso Audio Editing Training: 4 Adults and 3 young peopleo Video Editing: 2 Adults; 4 YP; 1 volunteero GRTHM Celebration: 8 Adults; 2 Children; 12 YP; 2 volunteerso GRTHM Film Screening: 2 Adults; 2 Young People; 1 volunteer

For the purposes of this report participation has been ranked as from low (attending one to two information, learning or celebration events), medium (attending three to seven events) and high (attending eight to nine events). A difficulty with ranking in this way is perhaps there is a bias towards the medium. It could have been ranked 1-3: 4-6 and 7-9 events which perhaps would have been more even though that would mean that if someone attended only all 3 residentials they would have been ranked as low despite putting in 9 days participation – which is seen as significant.

In the event 63% of participants were ranked as low participation, 35% as medium and 2% as high. Factors explaining the low participation overall include participants joining the project late, personal/family health issues, other calendared commitments (e.g. holidays, Epsom Derby) and bereavements. Whilst the project was aspirational in looking to work with 20 families, given the low participation, it could have perhaps focussed on a smaller cohort.

‘Would have come to the launch if it had been on a different day. I went to fair at Epsom – which we do every year. Met up with lots of friends there.’

‘We didn’t know about the meetings until the second residential….The museum [launch] was a shame. There should have been more people after all the work we put in. The people could have supported it more.’

‘We thought the residentials were lovely. Met some different people. I met the Roma people for the first time. We learnt from one another…Would have liked to have come to more things though I have two young children and bringing them across London isn’t easy. R [participants eldest daughter] came to couple of planning meetings and most of the events’

‘No I didn’t make the launch. I was back in Ireland when it was happening, at a funeral….’

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On average participants of all ages got involved in 2 – 3 planned activities across the project.

Through the project and its dissemination, participants attended or delivered other non-scheduled/planned activity This included:

1 Adult and 1 YP disseminated the project at Catholic Association of Racial Justice meeting.2 Adults disseminated at Irish Traveller Movement in Britain seminar2 Adults delivered GRTHM workshop in Hackney Library1 Volunteer disseminated at Corvinus University Organised Conference (Thomas) ANDREW CAN YOU PUT TITLE PLEASE1 Adult attended Greenwich organised GRTHM womens group3 Adults, 2 YP and 3 children attended ITMB GRTHM celebration at Mile End1 Adult, 1 YP and 2 children attended Ealing Traveller Group GRTHM celebration in Southall

4.4 The difference the project made for learners

4.4.1 Learners – impact on Agency (Self Esteem: Autonomy) Individual

4.4.1.1 What difference did you hope to make? For how many learners?

Increased confidence and increased self esteem for 20 Adults and 20 young People

A key part of the residential programme was bringing individuals together to take part in team outdoor and creative activities; to help increase their self esteem and confidence but also their ability to work with others outside their immediate community.

Activities included, Challenge Course, High Ropes, Cross Country Mountain Biking, Archery and Break Dancing

4.4.1.2 What difference did you actually make (planned or unplanned) ? For how many learners?

In the event 31 Adults and 32 Young People were involved in the residential outdoor and creative activities

All adults and young people actively participated. There was a real sense of movement from the 1st residential to the 3rd residential in terms of confidence to engage with these activities. For some participants the change in esteem was almost palpable as they achieved and celebrated with the group, for example, getting to the top of the high wires.

The activities helped bond the group as participants from across different Gypsy Roma and Traveller communities completed these side-by-side

Individuals have gained the confidence to take forward project ideas and activity themselves outside of this NIACE funded work. For example, one adult who before the project had not heard of GRTHM, is now pursuing plans for next year in her own county. Whilst difficult to assert that this is a direct consequence of increased confidence and esteem gained as part of the project, there is a link and the project staff are continuing to support her with these plans.

4.4.1.3 What evidence do you have that you made the difference you claim? You should include both qualitative and quantitative evidence. Is your evidence robust?

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The evidence is robust and includes:- Feedback from learners on activities undertaken - End of Project Interviews- Observed participation in the activity- Attendance registers

The team building and creative activities were hugely valued by the participants and this was reflected in the learner feedback. As part of this feedback participants were asked to rank how liked the activities were (from I did not like it to I liked it a lot). 70% of participants reported that they liked the activities a lot, 17.5% reported that they liked the activities, 7.5% reported the activities were okay and 5% did not like the activities at all.

‘I liked the dancing because it was fun and I got to dance with my new friends. I liked the high ropes a lot because it was fun and hard to do - I nearly pooed my pants at first though had two or three goes. It felt great when I finally got across the ropes’

The activities were fun. I went mountain bike riding with my son and two daughters, which I haven’t done since they were small. They loved it though it was a shame about the weather. With all the snow and mud, there wasn’t any grip in places and getting up the hill at the end was not easy. We all liked coming down the other side !

I did mountain biking to help tone up my body and have a laugh with the girls. Archery I didn’t really like – I was scared the arrows would hit me

I liked the dancing a lot and the high wires. Hated the biking because it was freezing.

With my family I did archery. I have never really done it before though liked it a lot. It took me ages to get used to shooting the arrow though felt great when I finally hit the target.

Activities were very good – enjoyed them all. Workers pushed me to the finish line

On the activity feedback forms participants were asked to reflect on and record how confident (out of ten) they felt in doing the activity before and after the session. An average of all 40 respondents indicated before the session an average score of 5.05. After the sessions the average confidence in doing the different activities had risen significantly to 7.58.

4.4.1.4 If you did achieve the impact you hoped for why do you think this was?

These outdoor and creative activities were almost learning by stealth. Particularly for many of the adult participants, who have had very negative experiences of schooling, learning can be a mute subject. The outdoor and creative activities were fun and challenging and more akin to traditional traveller learning methods.

There was time and opportunity through the informal/social opportunities for socialisation, for intense interactions between learners and trainers re conversations, trust formation etc which would take longer to develop in more formal learning environments

4.4.2 Learners – impact on changes for Individuals not covered above

4.4.2.1 What difference did you hope to make? For how many learners?18

Increased digital literacy and inclusion for 10 adults and 10 young people.

The project sought to involve participants in developing their digital skills and creating their own video (3 films) and audio pieces (5 poetry, song or personal verse vignettes).


In the event 6 Adult and 7 young people were involved in increasing their digital literacy and inclusion.

With the film element group participants took part in more than 8 hours of learning / training at each of the three residential meetings. These sessions included learning how to set up the tripod and camera for filming; zooming and focusing; connecting an external microphone; boom handling and swinging. They also carried out some short practice interviews and took it in turns in the roles of director, camera, sound, interviewer and interviewee. The group had the opportunity to practice their skills and recorded the full group on 2 cameras during performances of songs and poems. One of the two camera groups also did some short interviews with individuals at 2 of the residentials for comments about what they'd felt and learnt about the first residential.

2 Adults and 4 young people from the film element took part in a week’s Video editing course using Final Cut Pro at the Video College. At this participants were introduced to video editing and given grounding in the basics of editing from DV tape and back to DV tape.

The audio group shared and discussed different Roma poems, and explored poetry styles and writing. Participants were encouraged to think about aspects of their lives, culture and traditions and record this through poetry, song or personal verse. At the second and third residential meetings participants came together to create a ‘Traveller anthem’. The facilitator worked to engage participants in creating a short 30 minute performance that was rehearsed at the residential meetings to the entire group. Participants focused on how the performance might look, sound and feel in June and came up with: - Show of costumes with elements of dancing against the background of the Romani music- Poetry with illustrations presented by individuals and group- Group song – Traveller Anthem- Whip tricks performance

4 adults and 3young people attended a 2-day Audio Editing training at NOVA – new opportunities. At this they learned how to use Audacity (free software) to record, edit and output their audio pieces.


The evidence is robust and includes:- End of Project Interviews- Observed participation in the activity

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- Attendance registers- Production of 3 films and 8 audio vignettes

Dead or living, Gypsies we are!We won't leave our traditionBecause we do love it.We have our minds full of dreamsAnd with God we will fulfill them,Because He loves us whatever it will be.We will be with God!

Travellers Anthem

Our future is with thoseWho are Travellers/RomaOur goal we supposeWith the friends we could withstand

Verse: Does’nt matter that we travel,Across land or near the sea,Towards each other we are levelled,We continue to foresee.

Verse repeat

Many times Gadshe’ so triedTo forbade our travel netWe are never overtakenOur hearts are on travels set

Verse

And again we came to AshhurstTo feel joy and all to shareNot to show off for the place firstBut deliver love and care

Verse

4.4.2.4 If you did not achieve the impact you hoped for why do you think this was?

Those participants involved fully in the residential and Borough training received a valuable experience that they can take with them further. However, as has been described elsewhere in this report, sustained attendance has been an issue.

Particularly for the audio element there was an over representation of young people at the first residential. This unfocussed group presented particular issues around delivering the program and managing the group.

At the launch the performance was not delivered as anticipated. At the last minute participants decided not to perform some of their rehearsed pieces. All sorts of reasons for this though certainly more rehearsal time at the V&A should could have helped with this.

4.4.3 Learner s – impact on Agency (Self Esteem: Autonomy) Individual


Increased communication skills through storytelling and book design and delivery for 5 Adults and 5 young People

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In the event 11 Adults and 2 young people participated in the book element, increasing communication skills through storytelling and book design and delivery

With the book element participants took part in more than 8 hours of learning / training at each of the three residential meetings. This mainly adult group formed into a strong team exploring English Gypsy, Irish Traveller and Roma heritage, history and issues. During the residential meetings participants formed a working group to discuss concepts and issues that related to them as individuals and Roma, Travellers and Gypsies as a whole. Participants explored the complex nature of trying to maintain traditional Travelling and Gypsy culture in an ever changing modern world. Women in particular talked about their changing roles, expectations of the modern world set against the traditional expectations of Travelling and Gypsy women.

They used film and audio recording equipment to capture conversations between English, Irish and Roma Travellers and Gypsies. A range of topics were discussed including accommodation, traditions, changing cultures and discrimination.

'still there was the same problem, Traveller's and Gypsies still don't have the same rights'

'Our voices are the last to be heard'

‘Just because we choose to live in caravans doesn't make our values any less’

‘We still want the same goals in life as people living in houses’

‘We want our children to do well in life’

‘Traveller and Gypsy kids want to be proud of who they are’

‘we don't want to be afraid of who we are’

‘When we look to book venues for weddings, anniversaries etc, we have to get someone from the settled community to speak and book for us, otherwise the venue will not take the booking. Even when booked we have found that if venues find out we are Travellers before the event, they cancel the booking.’

In Romania Gypsies had much less. This does not make us feel respected. We are moved out of town, no electric, no water and our children could not go to school

We feel that the settled community do not want to know us

Getting to know each other creates respect

Whether we like it or not, we know we have to change with the times. We lose parts of our culture in the changing world.

Living in a house feels like a prison. Being in a trailer is freedom and you are not boxed in. That is how we get a living. Our work is seasonal. English Travellers would follow work; field work. That's how it was in the past. Everybody worked for the family.

Travelling is in your blood. When I see the nice weather, I just want to hit the road.

During the residential visits participants had the opportunity to develop their communications and planning skills. This included:

Working as a group

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Listening and sharing experiences

Planning and thinking through ideas

Organising thoughts into themes for a book

Being creative

Learning from others

Planning the layout and design of the book


The evidence is robust and includes:- End of Project Interviews- Observed participation in the activity- Attendance registers- Production of the ‘...getting to know us’ book and launch


Largely adult group helped have a real focus to conversations

Much of the recording of conversations was done either by the facilitator or digitally. This helped both those whose first language was not English but also those who had poor literacy skills.

Excellent facilitator with a real mix of experience (15+ working with Irish Travellers in Oxford) and skills (Social Work and Community Development background).

A tangible outcome – a book – was something that everyone could grasp. In contrast to, for example, the exhibition element, which people without experience of museum visits found less clear.

4.4.4 Learners – impact on employment/employability


Gain job-related skills through design and event management of exhibition for 5 Adults and 5 young people

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Gain interviewing skills and experience for 5 Adults


In the event 3 Adult and 3 Young People participated in the exhibition element and gained design and event management skills.

With the exhibition element participants took part in more than 8 hours of creative activity at each of the three residential meetings. During these residential meetings adult and young people shared ideas about how the exhibition should look and feel and where and how it might be showcased. Participants explored the theme of the exhibition and decided to adopt the theme of 'Then and Now'.

A steering group met in between residential visits to steer this element. Adult participants each agreed to follow up with specific venues, with the aim of coming up with a calendar of exhibition showings across RBKC and beyond. They made visits to libraries and others venues about showcasing the exhibition during June. One adult contacted in excess of 10 fairs and festivals to showcase the exhibition at them. Although in the event none of the fairs took up this opportunity, it provided that participant with a number of useful contacts that she is following up next year – though approaching them at an earlier time in the year.

Through arts and crafts sessions participants artwork was combined to create a logo that was used for GRTHM in Kensington and Chelsea.

A Cloth of Gold project involving the young people on Stable Way was established during the project (and although influenced by the programme was not created as a direct result of it). In partnership with the Harrow Club, the young people produced 3 banners that were showcased as part of the exhibition.

One adult participant who had been volunteering with Irish Societies in Greenwich for more than 3 years was supported by the project to turn that voluntary work into paid employment. Advocating with her the case was made to employ her part time which happened in Nov 2012. At the time of writing she is still employed 2-days / week and currently organising a women’s group of Gypsy Roma and Travellers in Greenwich. She also organised her own GRTHM event in Woolwich.

We must care more and know about Gypsy Roma and Traveller communities in the UK.

A really interesting exhibition and I hope that lots of people get to see it.

Lovely photos and great to recognise the culture of Travellers and Roma.

Absolutely love it [the exhibition]. Having lived near the site for years I found it very interesting

Wow. Read every word! Amazing the historical information is fascinating and intriguing enough for me to want to learn more about this amazing culture. Thank you,

I liked looking at the Gypsy Caravan and imagining going inside it.

In the event 5 Adults were trained in interviewing skills by Prof. Ryder and had the opportunity to practice these skills through undertaking all the initial baseline interviews. This is something that can be used on their CVs.


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The evidence is robust and includes:- Beginning and end of project Interviews- Observed participation in the activity- Attendance registers- A Touring Exhibition in RBKC- Meeting minutes- Exhibition Visitors Book

4.4.4.4 If you did not achieve the impact you hoped for what do you think prevented this?

On reflection this element proved most tricky to progress. There is something difficult about conveying ‘what is an exhibition’ to a community that simply isn’t accustomed to visiting museums and galleries. This has meant that participants were sometimes led, rather than lead the process.

Initially at the first residential participants consisted of mainly young people. This proved difficult for the facilitator to deliver her scheme though participants did create some beautiful artwork to be included in the exhibition.

4.4.5 Learners – impact on other social relationships


Stronger links with different community groups for 20 Adult and 20 Young People


In the event 31 Adults and 32 Young People forged stronger links with different community groups

The residential setting provided a real opportunity for people to get to know one another and learn about different communities through structured sessions and informal conversations.

All the structured sessions were designed to encourage open debate about and a sharing of culture, history, heritage and experience. It was clear that there were commonalities across communities and it was a real eye opener for participants and project staff alike to see how connected participants became.

One of the most impacting aspects of the entire programme was the informal sharing and learning that happened between Gypsy Roma and Traveller groups off timetable and in their dorms at the residential. This unplanned impact helped forge understanding and links that have continued beyond the programme.

A visit to Bristol by Traveller families to meet Roma families was arranged. This helped to cement relationships already sparked at the residential meetings. It was also important that the project met Roma participants on their home ground as this provided an opportunity to look at how partners in Bristol were able to support families there to develop their own GRTHM activity in the future.

‘Meeting and mixing with other Gypsies Roma and Travellers. In the past we have stayed within our own different groups but now people mix more and there is a need to stick together, so we need to learn about each other.’

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‘Gypsies Roma and Travellers – we are all one family’

‘GRTHM - I’d say for the younger generation, they should bring in their ideas. It’s like, in my eyes anyway, time for change, time to move on. To work as one.’


The evidence is robust and includes:- End of project Interviews- Observed participation in the activity- Attendance registers


The very real common examples of racism and discrimination clearly helped bring the communities together.

Informal – off timetable – conversations enabled participants to bridge (in a Putnam sense) at their own pace.

Romani language is transferable across nationality and ethnicity, so that Bulgarian Roma, Romanian Roma and Belarus Roma could communicate with one another despite not sharing the same native language. Added to this amongst the staff and volunteers were 2 individuals fluent in Cant/Gammon and Romani. Having these translators really helped dialogue across communities.

4.4.6 The difference the project made for volunteers and other individuals

4.4.6.1 What difference did you hope to make? For how many individuals?

Increased interaction with the Gypsy Roma and Traveller community through volunteering for 5 volunteers

4.4.6.2 What difference did you actually make (planned or unplanned) ? For how many individuals?

In the event 3 Adult and 2 Young People volunteers increased interaction with the Gypsy Roma and Traveller community

The project was extremely fortunate that 2 of the Adult volunteers had experience of working with the communities previously. They used this project to help build on those experiences.

4 of the volunteers were each assigned to one of the element activities. They worked alongside participants and project staff to help deliver that activity.

1 of the young people volunteers – working on the exhibition element – took the participants artwork and ideas and helped create the GRTHM logo as part of her AS Level Design and Technology coursework.

1 of the Adult volunteers was fluent in Cant/Gammon and Romani and helped translate in discussions were necessary.

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Volunteers attended partner/participant group meetings and contributed to the development of the project.

Informal social networking has continued beyond the project with the 2 young people volunteers who have maintained online contact with Gypsy Roma and Traveller young people through Facebook.

1 of the adult volunteers gave a week of her time to help support the Video Editing workshops delivered in Kensington and Chelsea.

1 Adult volunteer trained as a benefit advice worker has provided on-going support to families.


The evidence is robust and includes:- Observed participation in the activity- Attendance registers- Self reporting


A small but very committed team of volunteers

A mix of young people and adult volunteers

A mix of experience, skills and youthful exuberance. The 3 adult volunteers included a Professor in Romani Studies, a film maker and a benefits advice worker. Alongside these were 2 young people volunteers who brought great enthusiasm and a link to the young people on the project.

4.4.7 Other: changes for Individuals

What difference did you hope to make? For how many learners?

Increased positive publicity for 20 Adult and 20 Young People participants

What difference did you actually make (planned or unplanned) ? For how many learners?

In the event the project increased positive publicity for 31 Adults and 32 Young People

The project sought to raise awareness of GRTHM across the Gypsy Roma and Traveller; and settled communities alike.

The launch event at the V&A provided a showcase at one of the UKs Top 10 museums. Possibly for the first time the month was promoted at a national level.

In initially speaking with participants it was clear that GRTHM was not well promoted across the communities it was aimed at celebrating. This project has positively publicised the history month to Gypsy Roma and Traveller adults and young people. The hope that those younger generations will benefit from this, to be aware and build on this experience for

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future GRTHM celebrations.

‘Meeting other people who had been involved in other History Month celebrations helped me make sense of what it was all about. T [one of the participants] has done this before with the Traveller Movement and we talked about how these kind of things can change people’s minds about us. It is important for our community to own our history month.’

I had not even heard of Gypsy History Month before I got involved in this. And that’s coming from a Gypsy. I learnt lots about other Travellers and Roma - we have so much in common. It was the first time I have done anything with Irish Travellers and before this – although it might not be the right thing to say – I thought they were a rough lot. This experience changed that, as I saw that they are just like the rest us. Although it would have been better to have more people at some of the events I think we did a good job and made the Gorjer people better understand us’

The project was promoted by participants and partners across many platforms. Participants promoted activity through their own social media such as Facebook and on web pages (for example see https://sites.google.com/a/gypsytravellerempowermentherts.org.uk/gate/events). Other organsiations such as the RBKC Social Council, Westway Development Trust, RBKC Local Authority, ITMB, Friends Families and Travellers and GRTHM London, promoted events.

Participants helped create the publicity materials that promoted events.

Participants and volunteers disseminated the project through presentations to CARJ, ITMB and at a Corvinus University Conference in Budapest.

What evidence do you have that you made the difference you claim? You should include both qualitative and quantitative evidence. Is your evidence robust?

The evidence is robust and includes:- End of project interviews- Partners self reporting / emails- promotional literature

If you did achieve the impact you hoped for why do you think this was?

Throughout the project participants increasingly led the different elements and promotion of them.

A mix of seasoned communities activists and people new to the ‘Traveller’ movement helped promote understanding across the Gypsy Roma and Traveller communities.

A strong partnership of public, private, community and voluntary organisations enabled publicity to be circulated to a wide network.

4.4.8 The difference the project made for communities or families

4.4.8.1 What difference did you hope to make? For how many people?

Increased positive attitudes towards Gypsy Roma and Traveller communities for 250 RBKC residents.

4.4.8.2 What difference did you actually make (planned or unplanned) ? For how many people?

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https://sites.google.com/a/gypsytravellerempowermentherts.org.uk/gate/events

In this instance the impact of the project has been very tricky to measure. The baseline public perception survey provided some interesting and robust information. However the follow up survey has not been successful. With only 17 respondents this data is not robust and therefore any measure of impact is purely anecdotal.

A baseline public perception survey was conducted between January and April 2013. In the event 135 residents who worked or lived in RBKC responded. The survey aimed to ascertain:

o What words residents of RBKC associated with Gypsy Roma and Traveller communities

o What the similarities and differences are between the Gypsy Roma and Traveller communities

o How residents ranked their knowledge of Gypsy Roma and Traveller communitieso What personal experience, if any, they had of Gypsy Roma and Traveller

communities in RBKC

Respondents were asked to provide 3 words or phrases that they associated with Gypsy Roma and Traveller communities. For the purpose of analysis the words were broadly categorised into:

o Negative Value (e.g. Litter, Rough/Alcohol, Crime, Insular)o Positive Value (e.g. Have freedom, Independent, Flexible, Good grafters, Colourful)o Non-descriptive term (e.g. Copper, Steel, Iron, Dale Farm, Westway Travellers site)o Descriptive Term (e.g. Interesting, misunderstood, Judged, Separated - they are very

much their own community)o Religion (e.g. Catholic, Providence of God, Go to church)o Nationality (e.g. Irish, Romanian, English, Indigenous)o Family (e.g. Large families, Family, Lot of children)o Accommodation (e.g. Poor social settings for caravans, Environment not ideal for

sites, Temporary accommodation, Caravans, Sites)o Equality (e.g. Discriminated against, Unfair treatment, Homeless, Second-class

citizens)o Culture (e.g. Keep animals and livestock, Selling pegs, Strong traditions and culture)o Travel (e.g. Nomad, Travel, They move about a lot)o Education/Schooling (e.g. Education, children don’t go to school, uneducated)o Other uncategorised (e.g. General public are ignorant, Advice, Group, Societies)

Of interest is the number of ‘Positive Value’ feedback by respondents. Almost 29% of words or phrases associated with the communities were positive.

TABLE 4: RBKC residents’ words/phrases associated with Gypsy Roma and Traveller communities

Word Category Number or responses % of responses

Negative Value 40 9.8

Positive Value 117 28.8

Non-descriptive Term 23 5.6

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Descriptive Term 18 4.4

Religion 8 1.9

Nationality 9 2.2

Family 13 3.2

Accommodation 26 6.4

Equality 36 8.8

Education/schooling 12 2.9

Culture 19 4.6

Travel 29 7.1

Other - uncategorised 15 3.7

No response 40 9.8

The baseline survey asked RBKC residents whether they knew the difference between Gypsy Roma and Traveller communities. A third of respondents (33%) indicated that they did not know the difference.

The baseline survey asked RBKC residents to rank their knowledge of Gypsy Roma and Traveller communities from 1 (very low) to 5 (very high). Almost 72% of all respondents indicated their knowledge of the communities as being very low or low.

TABLE 5: RBKC residents’ self ranking knowledge of Gypsy Roma and Traveller Communities

Rank no of respondents % of respondents

1 (very low) 73 54

2 (low) 24 17.7

3 (average) 17 12.5

4 (high) 12 8.8

5 (very high) 6 4.4

No response 3 2.2

The baseline survey asked RBKC residents whether they had any personal experiences with Gypsy Roma and Traveller communities. Of those responding 49% reported having no personal experiences. 15.5% of residents provided no response to this question. Of the remainder personal experiences varied and included:

I went to Isaac Newton School with some guys from the Westway

Walked into Stable Way by accident with my dog recently. Didn’t feel threatened though did feel a bit uncomfortable.

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They should not be by the roadside in the Borough. Image not too good.

Recall seeing the caravans under the Westway.

Bringing pain around with them and steal things. .

Listening to stories about my Roma ancestors from family and remembering Traveller caravans on North Pole Road when I was a child. I also remember local shopkeepers chasing groups of Traveller children in Goldbourne Road.

I know lots of the settled people locally with Traveller roots. We have had a community here for more than 200 years

Nice and colourful selling their plates and bits and pieces door-to-door to earn a living. Remember Gypsies staying over in the Scrubs. They used to bring a fun-fair that I used to go to as a child. Used to mix with Gypsies when younger and be a part of them. Some people thoughts they were rough and common.

Brother used to go out with Romany Gypsy. There is information / books in Hornton Street Library.

A face off with the little pack of dogs - which I won!

In July/August 2013 a follow up online Perception Survey was disseminated to those RBKC residents who had been emailed the initial Baseline survey earlier in the year. In the event 17 people completed this follow up.

The follow up Perception Survey looked to identify:o Whether RBKC residents had attended any of the GRTHM events organised as part

of this projecto Had their understanding/awareness of the Gypsy Roma and Traveller communities

increased or changed and if so howo How residents ranked their knowledge of Gypsy Roma and Traveller communities

In the follow up survey 4 of the 17 RBKC residents (23%) indicated that they had attended at least one event – 2 attending the V&A launch and 2 seeing the exhibition at North Kensington Library. 11 respondents (65%) indicated that they had not attended any of the GRTHM events and 2 people provided no response.

In the follow up survey 2 of the 17 RBKC residents (11%) indicated that there understanding of the communities had changed.

I never knew that Gypsies and Irish Travellers had such a long history in Borough. Visiting the exhibition at North Ken library was a real eye opener. There were pictures stretching back a couple of centuries to Gypsies living in tents and travelling by horseback. It has certainly given me a new insight into how the people under the Westway came to be there.

Yes, I learnt a lot from the exhibition. I always thought that Gypsies travelled and never realised that they had been forced to live on sites back in the 60s

In ranking their knowledge of Gypsy Roma and Traveller communities the follow up survey did not indicate any real change. 12 residents (70.5%) indicated that their knowledge of the communities was very low, 4 residents (23.5%) indicated that their knowledge was low and 1 resident (6%) indicated having a high understanding.

In trying to further identify whether there has been any change in awareness amongst RBKC residents, partner feedback seem to indicate that this year’s GRTHM has had some impact. It is readily accepted that this information is purely anecdotal though hopefully it helps provide a fuller qualitative picture of the impact.

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Kensington & Chelsea Social Council helped promote GRTHM through their quarterly newsletter and hosted the exhibition at their annual Funding Fair in July 2013, attended by more than 300 people. Feedback from the event organiser:‘Loved the exhibition – it is a great insight into the unseen aspects of the community’

Oxford Gardens Primary School hosted the exhibition and delivered an assembly as part of GRTHM. Feedback from a School Governor:'This is a wonderful exhibition and it is really important for the school to celebrate this month to raise awareness. It will help the other children to know more about the history and understand the Travellers better.'

V&A Museum hosted the exhibition and launch event. Feedback from the organiser there:‘Your programme was great and the exhibition looked amazing-always difficult to get a crowd when it is a sunny day, but those who attended had a good time’


The evidence is not robust and includes:- Public Perception baseline and follow up survey- Partner feedback- Events attendees’ feedback (non-participants)

4.4.8.4 If you did not achieve the impact you hoped for what do you think prevented this?

Library Service restructuring and consequent staff shortages which meant that they were unable to undertake the survey as anticipated in the project application.

Project staff illness at a crucial time when following up on the Perception Survey meant that that follow up was not as rigorous as the initial baseline survey

The project proposal was ambitious in looking to ascertain the perceptions, and any changes to perception, of 250 people in RBKC. In hindsight a smaller sample would have perhaps been more achievable.

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SECTION 5: CASE STUDIES / LEARNER STORIES

Case study 1 - Female Irish Traveller, aged 50-75

This participant was a member of the film element group.

She took part in technical training, learning basic video camera, sound recording and editing skills, how to boom swing and to capture sound in interviews and for live performance. She also carried out interview technique training and through group interviews, took part in all the different roles on a video production team: camera, sound, interviewer and director.

During group and individual discussions, we talked about ideas, themes and issues to include in short films, she put forward a number of ideas which were incorporated into the final production.

Her ideas included: women’s roles past and present; who we were then and who we are now; language and traditions

Whilst filming she assisted other members of the group to take part. She was particularly helpful in supporting the younger ones who were less confident and encouraged young people from all backgrounds to work together and to speak on camera about their experiences and helped them to think about and talk about differences in language.

She met people from the Roma community and learnt more about Roma culture and traditions and found that all communities have similarities as well as differences.

In producing her own film she re-visited a place that she used to live. The visit was a very emotional experience for her as she hadn’t been there for many years and it brought back memories of happier times. ‘Going back to Westway and meeting Missy and Martin again, after all those years, was special and something that will stay with me’

She carried out a lot of research for her film and to assist others on theirs. On her own film she carried out research into the Caravan Sites Act and Criminal Justice & Public Order Act and wrote a voice over for her film using information she’d found. She also researched Pathe news clips for use as archive in the films to illustrate how life for Travellers has changed. Unfortunately, the costs involved in using this material was too high for it to be included. She researched music for the films and spoke to a film producer who allowed us to use some music that he’d recorded for one of his own productions.

Her film was shown at the GRTHM launch event at the V & A and at the film festival at the BFI. “Did enjoy making the film and learning how to use Final Cut Pro. It was good seeing it all coming together and being able to share it with others…

The project has supported her to understand the film making process and language, develop film and editing skills, become more confident about speaking on camera and sharing her experiences with others.

The project has helped her recognize the importance of being digitally aware and able, and she wants to help enable those skills with her own community in Kent. To that end she is preparing an Awards for All Application for to install a Wi-fi network on 11 sites in Hertforshire.

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Case study 2 - Male Irish Traveller age 10-18

This participant took part in the film element of the project.

He learnt basic video camera and sound recording skills, carried out interview technique training and learnt and practiced the different roles on a video production team. He was very keen to use the camera and as well as taking part in the film element of the programme, he also filmed a lot of the discussion groups and performances on the residentials.

He very quickly learnt how to get the camera smoothly round to the person who was speaking or, during the performances, to follow and capture the action on stage.

During the edit week, he wrote a voice over for his film and learnt basic editing techniques such as sub clipping, assembly editing, sound level adjustment and storytelling techniques.

He found writing his voice over challenging as he found spelling difficult but he persevered and always asked if he didn’t know how to spell a word. He was not very confident or keen to be in front of the camera, but realized after a while that it was necessary for his film that he was seen in it. Following the edit training week, he attended some Video College youth sessions where he completed his film with the help of some of the young people who attend the Video College. They were happy to help out and encouraged him to be interviewed on camera. He was keen to try out all the technical aspects of video making and was very inquisitive and ready to get ‘hands-on”.

He researched and chose images from the 1800’s to put into his film to show that Travellers and Romanies had lived and worked near where he and his family live. He found it fascinating to learn some history of his local area that related to his cultural background.

As well as learning video production techniques, he gained in confidence and edited and produced a film which was both informative and humorous.

He introduced his film at the V&A launch on June 1st and it was shown at the BFI screening on 8th June.

His school invited him to show his film at an assembly in the third week in June. Feedback on the assembly from school governors, staff and pupils has been really positive.

Pupil aged 11: 'Before I watched Andrew's film I didn't know that there were all different kinds of Travellers, I thought there were only Irish Travellers. Now I know that there are Irish Travellers, English Travellers, Welsh Travellers, Roma Travellers and other kinds. I learnt from watching the film and it was interesting.'

Pupil aged 5: 'I am proud of him [the participant], he did a great film. I really liked it, I liked the dancing.'

Headteacher: 'The assembly was lovely and the children were really interested. It was great to see his film and for everyone to hear his story'.

Deputy Headteacher: 'That was a fantastic assembly, it was so great for the children to see his film. When I see things like this it makes me realise I'm working in the right school. A school where we celebrate our different cultures.'

Assistant Head: 'Many thanks for your wonderful assembly and display on GRTHM, the children’s responses and respect throughout the session speak volumes on how valuable this work was. Well done and thank you on behalf of all the Traveller pupils'.

The project has massively impacted on the young person’s confidence and film making skills. He entered the programme as a relatively non-participating, shy young person and by the end was showing his own film at his school assembly. In talking with the young person post the project it is clear that he would like to further develop these skills and is currently doing digital photography at school.

A quote from the participant himself, thinking about the project – ‘I really liked doing the video editing…Yes edited my own film over 5 days. It was loads better than school.’

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Case Study 4 - Female, English Gypsy age 25-49

Previously self-employed this participant is now a full time mum. She first became involved in the programme at the third residential – ‘after hearing about it [the project] really wanted to come to the second residential though was booked for holidays.’ The participant has remarked on more than one occasion that her reading and writing skills were not very good.

At the residential the participant joined the exhibition planning group. At the time, the group was considering the overall theme for the Exhibition. She appeared very diffident about her contributions and had a tendency to ‘put herself down’ by criticizing her own ideas. Despite this she has infectious enthusiasm and she brought some very good ideas to the group which we were more than happy to use. It was her suggestion that we use a ‘Then and Now’ theme and we agreed between us that she would take responsibility for the ‘then’ aspect.

After discussion, it was decided that we needed to have artifacts as well as photographs and articles. She offered to obtain various pieces of genuine Gypsy items including smaller versions of vardos and wagons as well as cooking utensils, tripods etc.

Despite being extremely nervous, she shared presentation responsibilities at the launch of the GRTHM and it was good to see a Gypsy lady being so supportive and involved. The adults at the launch all came together to be a cohesive group and she was very much part of this, sharing the excitement and buzz of the event.

The participant has demonstrated a real flair for public speaking, and it is felt that she would be an extremely good advocate for her community.

The project has helped raise her awareness of Gypsy Roma and Traveller History Month and enabled her with the skills, knowledge and networks to help promote it within her community. It has provided her with event management skills. In looking at the future, she is aiming to develop the History Month activity locally in Kent next year. Reflecting on the month she explains that ‘joining the programme late, I wish I had been involved from the start. Me and my lad found it really interesting meeting all the other folks, hearing their stories....I have spoken to our site worker in Kent about what we are going to do for the month next year.”

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Case Study 3 - Female, Irish Traveller age 10-18

Several young people from the site were involved in preparations for the exhibition and this is the story of the journey of one of them.

This young person was somewhat shy and withdrawn. She had very little confidence either in herself or her academic abilities although it was apparent that she is actually very able. She was always very reluctant to leave the site because she used to say, “Everyone keeps looking at me”. In fact, in 2012, when she visited the GRTHM celebrations at the local school down the road, she would only stay for about ten minutes before she wanted to return home.

She had expressed an interest in being involved with the Exhibition Element of the NIACE project. She was finally given permission by her parents to attend the last Residential -this was particularly remarkable as it was the first time she had spent a night away from her family. Whilst we were at the Residential, she took part in the activities on offer but was somewhat reluctant to make contributions during our planning meetings.

There have been several outcomes following this Young Person’s involvement.

For probably the first time, the parents have entrusted their daughter to a member of the settled community. This is a positive step forward and needs to be built upon..

The Young Person was subsequently allowed to leave the site in supervised company to attend planning meetings with other adult members of the Exhibition Working Group. At these meetings she was willing and able to participate fully in all discussions relating to the Exhibition. She helped decide which photographs, articles and artifacts would be most suitable for display and was able to explain her point of view very clearly. Her contributions were extremely valuable as she was able to introduce the Traveller perspective and this was duly appreciated.

Together with another young Traveller, she produced a large painting of an old-fashioned Vardo, having researched the internet for a suitable image. This was displayed at the Victoria and Albert Museum.

She was allowed, by her parents, to attend the launch of the Exhibition at the Victoria and Albert Museum, which required her to be away from home for virtually the whole day. Her duties included helping to mount the photographs and articles and looking after our guests.

The confidence gained by this Young Person over the last few months has been wonderful to see. This is apparent by her willingness to:

Sit for the Functional Skills Test in English at Level 1. This is possible because her attendance at tutoring sessions has improved, as has her attitude to her work and confidence in her own abilities. This will necessitate her leaving the site to sit the test where she can be correctly invigilated. Her parents have given permission for this to happen. To complete her Functional Skills she will need evidence of a formal conversation, which has been achieved through attending exhibition meetings.

Although this is still in the planning stages, there is the possibility she might be invited to work as an LSA in the Early Years unit of the local primary school, which is attended by the children from the Stableway Site. This would be a definite improvement on the future she has been contemplating.

As she was leaving one of the planning meetings, she turned to the Exhibition Coordinator and said, almost unbelievingly, “I think the people actually like me”.

SECTION 6: EXIT STRATEGY AND HOW THE WORK WILL BE SUSTAINED

6.1 What will be the lasting outcomes from your project

5 new live wire community members already involved in taking forward their and their communities development

Informal social networks of Irish Traveller, English Gypsy and Roma young people

Increased awareness and understanding of Gypsy Roma and Traveller communities amongst the settled communities

Resources – people and things - to help deliver future GRTHMs

6.2 Which elements of the project you hope to sustain in the future

To some degree all produced elements – film, exhibition, audio and book - are sustainable beyond the scope of this project.

Network of participants and partners

6.3 How you hope to sustain the identified elements

Part of the exhibition – pictures, newspaper cuttings, photographs and archive material - is to be held in trust by Oxford Gardens Primary School. During the last 2 years they have celebrated GRTHM in a major way and these resources will help to ensure that continues and raises awareness of future generations.

Another part of the exhibition – traditional Roma costumes – is to be held in Trust by Romany Heart (Roma voluntary organisation), and again available for future GRTHM events.

Some of the project materials will be downloadable and can be used for future GRTHM events across the country. http://ourhistories.comze.com/wordpress/

NATT have been approached and uploaded the book as a teaching resource for schools.http://www.natt.org.uk/downloadable-resources

The involvement with RBKC officers has raised the profile significantly in the Borough. GRTHM is on a number regular council meeting agendas. The Library and Youth Services particularly have been involved from the Borough.

Maintain contact with participants through meetings (individual and group) and social network/email/telephone conversations.

Meetings with partners

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http://www.natt.org.uk/downloadable-resources

http://ourhistories.comze.com/wordpress/

6.4 What you have done to achieve sustainability

Contacted and maintained contact with many participants and partners to look at developing a future proposal

Spoken with Big Lottery about the work and potential of extending this pilot to a 3-5 year project

Discussed internally with WDT about their involvement as lead partner – to be confirmed

Organised a meeting to reflect on the project and look at what next?

Embedded elements of the project in other organisations – e.g. Exhibition in Oxford Gardens Primary School and Costumes with Romany Heart

Helped enable at least 5 new community members to take forward activity themselves.

Supported established activists and community workers to grow their GRTHM activity in their areas

6.5 Which of your partners are working with you to secure sustainability;

British Film Institute V&A Museums RBKC Library Services Oxford Gardens Primary School Catholic Association for Racial Justice (New Partner) Bristol City Council (New Partner) Eel Productions Irish Societies in Greenwich (New Partner) Haringey Traveller Peoples Team (New Partner)

6.6 What contact you have had during the course of the project with any Community Learning Trust pilots or organisations directly funded by the Skills Funding Agency for the delivery of community learning (which are likely to be local authority adult learning services, Colleges of Further Education and some third sector organisations) and how you anticipate this relationship will develop in the future

Not aware of any involvement with CLT pilots.

6.7 What success you have had so far in securing a means to sustain the identified elements of your project

A group of 3 housed Irish Traveller women that were part of the residential programme have organised themselves as a not-for-profit making group. MUNYA aims to build a foundation for future generations to flourish. It provides activity based learning opportunities for young people and adults from communities in Barnet. Although targeted at Travellers MUNYA is welcoming of all communities. Support has been given from the programme to help establish the group and make links with other local groups, schools and organisations. The project has supported the development of this group to date – helping draft a

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constitution, set up bank account, produce child protection documentation - and helped establish local links with, for example, community Barnet.

Hertfordshire GATE is working up a proposal to Awards for All to develop WIFI Infrastructure on 11 of their Gypsy and Traveller sites. This came around after a discussion at one residential where a resident from Stable Way explained to the Chair of Hertfordshire GATE the advantages they had experienced as a consequence of them having a WIFI network on the site. Support from the programme has been given to help write the A4A funding application.

There is interest from the BFI in building on this years screening to provide another screening that will be included in their June Programme next year.

The Roma costumes have already been used as part of another GRTHM activity in Hackney this year.

6.8 What barriers to sustainability you have experienced and how you have sought to overcome these

At the time of writing no real barriers to continuing the work started by this project. The proof will be in the gaining the additional funding though there is a genuine will from partners and participants continue doing something together.

6.9 What will happen once CLIF project funding ends on July 31, 2013.

A detailed description and analysis of the project will be written up by Regan and Ryder in a working paper for the Third Sector Research Centre and will be accessible online – the hope that this will inform similar projects in the future

Gypsy Roma and Traveller groups involved in the project e.g. Stableway Residents Association and MUNYA, are currently exploring funding opportunities to take some of the actions in the project to a further level. For example the setting up of new community group in Barnet, film making opportunities, upskilling and learning opportunities, and the interest and involvement of lead uk arts organisations like the british museum and british film foundation etc

The Westway Development Trust has given a continued commitment to the Irish Traveller communities in the Borough and in the near future this will continue – providing approximately £14k / annum for research and development activities. GRTHM is high on the Trusts activity priorities. In addition the Trust has small pots of grant funding that can be accessed for GRTHM activities.

The NIACE programme has provided a great pilot with lots of learning about how we could do it differently if there was a next time. CARJ, V&A Museum, BFI and Traveller groups/organisations in Oxford, London, Kent and Bristol have come together and are looking to present a partnership funding proposal to Big Lottery.

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SECTION 7: PROJECT IN A BOX AND OTHER RESOURCES

We have developed a website specifically for this project – please visit http://ourhistories.comze.com/wordpress/

Please note that we have chosen to use a free website source to host this content. Whilst obviously better from a price perspective one drawback is that the service provider can withdraw the site at their discretion.

The site referred to here is our second site as the first was closed down by the service provider at the beginning of August.

The site referred linked to here is still being re-populated with content and hoped to be fully populated by the end of September

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http://ourhistories.comze.com/wordpress/

SECTION 8: CONCLUSIONS

The programme has been successful in engaging into formal and informal learning some of the most highly marginalised communities in the UK. Given the short term nature of the funding the core difference the programme made was to spark learners, communities and stakeholders into a variety of activity.

Small group working proved much more successful in meeting learning outcomes than when working with larger groups.

All participant outcomes should be celebrated

Flexibility of provision is critical to enable learners to engage with the project on their terms

Locally delivered provision is important

Partnership approach with local, regional and national partners, has been essential in delivering this porgramme

The project has been a springboard for participants to develop work in their own communities. Three of the participants have started a not-for-profit community group in Barnet called MUNYA. Another participant, as a consequence of hearing about good practice on one of the Traveller sites in London, is at the time of writing, working towards an Award for All Application to roll out a Wi-Fi network to eleven sites in Hertfordshire. Another participant in Kent has approached her site manager to open a conversation and start to plan for the History Month locally in 2014.

In maximising the benefit and impact of this type of activity it should be noted that a major barrier was peoples own personal circumstance. Participant’s personal issues have prevented the impact being greater. Foremost amongst these have been accommodation issues. During the celebration months at least 4 families were serious affected by accommodation issues with one of those families looking to be evicted (with their 5 children). In a Maslow sense, education and culture will always take a back seat until basic needs like accommodation are secured. For the Gypsy Roma and Traveller communities to fully engage with the learning accommodation issues need to be addressed.

Conducting the public perception survey proved problematic. Foremost in understanding this was that the RBKC Library Service was, at the time of writing the proposal, intending to deliver the survey. The restructuring of service meant that in the event and with Library Service cuts, there was not the staff available to undertake the survey. Government should be advised that the restructuring of local authority services inevitably means that they are not able to be as active in projects of this kind, as LA staff are very much tied to delivering their core services.

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In addition please help us to make a case for the continuation of national funds such as CLIF by telling us what CLIF funding has enabled you to achieve that would not otherwise have been possible.

The CLIF funding has enabled, possibly for the first time in the UK, Gypsy Roma and Traveller communities to come together to develop and deliver their Gypsy Roma and Traveller History Month.

CLIF funding has helped raise awareness of the History Month amongst the communities and wider settled population.

It has not all been about the funding. The NIACE team that has managed this funding stream has been immeasurably supportive throughout the whole project. Through regular contact with the funder a more healthy relationship between funder and recipient has developed that has benefitted the project. Extremely helpful support from NIACE co-ordinator who has been understanding and critical in telephone conversations and email exchanges.

The monitoring and evaluation process has also been managed really well by NIACE – ensuring that a robust evaluation strategy underpins the process. Although sometimes leading to extra paperwork, the rigour applied to the monitoring/evaluation process of this funded programme is hugely welcomed.

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Documents

FINAL EVALUATION REPORT - NIACE CLIF