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Gypsy, Roma and Traveller Resources Project ReportClaire Lockwood
National Association of Teachers of Travellers+Other Professionals
3
Gypsy Roma and Traveller Resources Project Report
Introduction
The National Association of Teachers of Travellers and other professionals (NATT+) was approached by the Department of Children, Schools and Families (DCSF) in June 2007 to run a Gypsy, Roma and Traveller Resources Project with nominated schools and educational settings in England. The aim of the project was to promote Gypsy, Roma and Traveller history and culture into schools and educational settings by giving them a variety of high quality Gypsy, Roma and Traveller resources to be used with staff, pupils and the wider community.
The Traveller Education Support Services (TESS) throughout England
were approached to nominate up to 10 School and/or educational
settings to receive a pack of resources. 698 settings participated,
broken down as the table on the right shows.
NATT+ members chose resources suitable for each different school
setting from a collection of resources produced mainly by Traveller
Education Support Services and leading publishers specialising in this
type of resource (see appendix 1).
The boxes of resources were sent to the schools and educational
settings in early September 2007.
In January 2008 the first National Gypsy, Roma and Traveller History
Month was launched with a National Poster Competition. Five poster
designs were commissioned from five Gypsy, Roma and Traveller Artists
which were re-printed as high quality posters. A set of these posters
was sent to all the nominated schools and settings in April 2008.
An evaluation sheet was sent to every school and education setting
approximately 6 months after receiving the resources. This was
devised and first sent to schools and educational settings in February
2008 (see appendix 2).
The number of evaluations initially returned was poor so a reminder
letter with a second copy of the evaluation was sent in May 2008.
This resulted in a better response with 234 or 33.52% completing
the evaluation form.
Number and types of schools sent boxes of resources
No School or Education Setting26 Early Years Settings
37 Infant Schools
10 First Schools
385 Primary Schools
27 Junior Schools
16 Middle Schools
3 Nursery, First and Middle Schools
165 High Schools
9 Pupil Referral Units
19 Special Schools
1 Hospital Education Unit
Some of the variety of resources sent to nominated schools and education settings
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Gypsy Roma and Traveller Resources Project Report
Summary of the evaluation responses
1. The value / benefit of the resources
The first part of the evaluation was mainly quantitative directly regarding the resources and produced positive comments as well as suggestions for development.
Regarding the quality of the resources, 85% of the respondents regarded them as very good or excellent.
Positive comments included: very high quality, bright and colourful, user friendly and accessible to all, and excellent
production. One of the development comments was that some of the covers and bindings needed to be stronger.
As to the content of the resources, 79.32% of the respondents recorded very good or excellent. Positive
comments included: appropriate, ideal, suitable for all ages, challenge discrimination and promote positive image
and informative re Roma way of life. Two of the development comments were: need to have a higher level of
reading at KS1 for class use, and would like some (resources) angled towards discussion and debate.
Regarding the variety of the resources, 70.04% of the respondents recorded very good or excellent, with a further
22.78% recording good. Positive comments included: great selection, range to cover all ages, work, workshops and
assemblies, very varied history and social commentary and lots of useful photos and CDs. Two of the development
comments included: more objects would be useful, and perhaps an interactive exercise could be included.
Finally, concerning the suitability for the age group, 67.93% of the respondents recorded very good or
excellent, with a further 24.89% recording good. Positive comments included: a wide spread catered for, can be
used by all ages, very variable and can be easily adapted for all ages and abilities. Two development comments
were: need more aimed at First Schools and KS1, and not detailed enough for secondary pupils.
Quality Content Variety Suitability
The value and benefit of the resources
n Very good or excellent n Good n Other responses
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Gypsy Roma and Traveller Resources Project Report
2. How have the resources been used to promote positive images/role models from the Gypsy, Roma and Traveller Communities?
The vast majority of schools and educational settings gave constructive and positive examples of how to use the resources
• Firstly in the school in general: many of the resources were used in displays around the school, in
assemblies, and some had focus days, Traveller culture days and diversity days and most were used for
general awareness raising with staff, parents and pupils.
• Secondly in the classroom: here again many used the resources for classroom displays. The majority
used them as general readers, in book boxes, play areas and libraries. They were used by some schools in
PSHE, SEAL and Circle time.
• Thirdly in the curriculum: the resources were used in many different curriculum areas including support
for work on homes, literacy, numeracy, history, RE, geography, humanities, design and technology and PSHE.
One school commented that a family of Travellers in their school felt they had been singled out and made to feel
different by talking about their community. Another school only used the resources in an English as a second
language classroom with Roma pupils.
3. Which resources the schools and educational settings found most useful with reasons
The response to this question was plentiful and extremely varied, with some mentioning other resources that
the schools and educational setting use. All the comments about the chosen resources were positive giving
good and resourceful reasons (see appendix 3 for details).
4. The support settings get from their local Traveller Education Support Service with regards to the resources and in general
The positive comments overwhelmed the development comments. The schools and educational settings
commented that their local Traveller Education Support Services supported them by offering other resources,
training for staff and pupils, offered liaison between home and school, gave advice and guidance, supported
with transition to high school and attendance and supported them through the Elamp project. Comments like
appreciable, knowledgeable, supportive and excellent were used.
The development comments all focus on the lack of support from their Traveller Education Support Service
mainly due to cut backs and staff shortages.
5. Were respondents aware of any other Gypsy, Roma Traveller resources that have been used in their school/setting?
Respondents mentioned wooden play toys of trailers, vans and horses, puzzles and other reading books.
Gypsy Roma and Traveller Storytellers and artists coming into the schools were mentioned by a few.
Others used websites and local museums.
Many schools and educational settings mentioned that a list of resources would be useful and greatly appreciated.
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Gypsy Roma and Traveller Resources Project Report
6. Did the children/parents make any comments about the resources being used?
There were many positive comments from both children and parents.
Gypsy, Roma and Traveller pupils found that the resources helped them to talk about themselves more.
The posters impressed and inspired the students and provoked discussion. One child saw a picture of a caravan
and the next day brought the family into school to see it. Parents said it was good that children learnt about
other cultures. Traveller parents were extremely pleased and that it was nice to see positive images for a change.
There were three development comments, two regarding the pupils. Roma students who did not want to be known
as Roma in the school and Travellers in another school felt that it was giving away too much information. In one
school the settled parents kept their children off on the Traveller culture day not wanting them to know about it.
7. What did respondents feel was the Race Equality/ Community Cohesion impact of the resources on the settled pupils and the Gypsy Roma and Traveller pupils?
Many positive comments that the resources changed the settled pupils’ perceptions and gave a positive
image and greater awareness and understanding of Gypsies and Travellers. They gave a better understanding
of how their friends lived and they raised awareness and provided unbiased information to deter stereotyped
views and ignorance.
Many schools and educational settings commented that the resources had given the Gypsy, Roma and Traveller
pupils a sense of their own identity and value, improving their confidence and self esteem. It gave them a better
understanding of their own history and culture. It gave them a feeling of being equal and proud of their culture
(see appendix 4 for details).
8. What other resources would respondents find useful for them and their school/setting?
Schools and educational settings would like to receive more Gypsy, Roma and Traveller resources in the future
or more information about available resources. Suggestions for additional resources included: showmen specific,
music, DVDs of children’s lives and experiences, interactive whiteboard, visual, real artefacts and more resources
for Roma. Others ideas were: materials for parent classes helping both the Gypsy, Roma and Traveller parents and
helping the settled parents understanding the Traveller way of life, and examples of positive role models from the
Gypsy Roma and Traveller communities in schools.
Summary of the evaluation responses continued
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Gypsy Roma and Traveller Resources Project Report
Next stepsFinally the evaluation asked the schools and educational settings for future recommendations.
Many respondents asked for more of the same. Other responses included:
• Visitorstorunassemblies
• RolemodelsandvisitorsfromtheGypsyRomaandTravellercommunities
• DVDandsoftwaretobeavailable,includinginteractivewhiteboardmaterials
• Networkingwithotherschoolstosharegoodpractice
• Makingnationalcurriculumlinks
• Curriculumideastoaccompanythebooks
• InformationaboutlocalTravellersandsites
• DownloadablematerialsontheNATT+website
• ResourcesaboutandforthenewRomacommunities
• Morestafftrainingshouldbeavailable
• Provideacatalogueofotherresourcesthatcouldbepurchased;
this should then be available for all schools
• Aone-stop-shoptoorderotherresources.
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Gypsy Roma and Traveller Resources Project Report
Appendix 1
Resources Pre-school Infants First PrimaryTalk About Book 3
Crown Derby in a Kennel 3
Colletta Goes to School 3
Come and Count with Us 3 3 3 3
Every Traveller Child Matters 3 3 3 3
Monday Morning 3 3 3
Mikela’s Black Beauty Goes to School 3
My Trailer 3 3
Off we go to Playschool 3
Off we go to Health Centre 3
Shaun’s Wellies 3 3 3 3
My Little Box of Books 3
Where’s my Teddy 3
Counting Animals 3
Traveller’s Homes 3 3
Open Roads Open Minds 3 3 3
Travellers in their Own Words 3 3 3 3
The Tadpole Trailer 3
Life on the Fair 3 3
Hatchin Tan 3
My Week 3 3 3
Houses and Homes 3 3
My Wonderful Place 3
Melissa to the Rescue 3 3
The Travelling People with Book 3 3
The Christening 3
Looking Back on my Gypsy Childhood 3
Looking at Fairgrounds 3
My Gran
The Romany Language
Appleby and it’s Fair
Appleby Mates
Gypsy and Traveller Citizenship
Travellers in the 21st Century
Colour of Hope
Moving Pasts
Moving with the Times
The Smiths
Young Gypsies
Porraimos
An introduction to Gypsies and Travellers
Porraimos the Devouring
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Gypsy Roma and Traveller Resources Project Report
Age 3-12 Junior Middle High PRU - P PRU = H Special = P Special all
3 3 3
3 3 3 3 3 3 3 3
3
3
3 3 3
3 3 3 3
3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3
3 3 3
3
3
3
3 3 3 3
3 3
3 3
3 3 3 3 3 3
3 3 3
3 3 3 3 3
3
3 3
3 3 3
3 3 3
3
3
3
3 3
3 3 3
3 3
3 3
3 3
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Gypsy Roma and Traveller Resources Project Report
Appendix 2
1. The quality of the resources? (pleasescoreasappropriate;1beingpoorand5beingexcellent) 1 2 3 4 5
Comments:
2. Content of the resources?
Comments:
3. Variety of the resources?
Comments:
4. How do you rate their suitability for the age group?
Comments:
5. How have the resources been used to promote positive images/role models from the Gypsy, Roma and Traveller Communities?
• IntheSchool/Settingingeneral?
• Intheclassroom?
• Inthecurriculum?
6. Please list the resources you have found most useful in your school/setting with reasons
a) Resource:
Reasons:
b) Resource:
Reasons:
c) Resource:
Reasons:
d) Resource:
Reasons:
7. Please give details of support with regard to resources or in general you received from your local Travellers Education Service.
8. Are you aware of any other Gypsy, Roma or Traveller resources that have been useful in your school/setting? If so please list them with reasons
9. Did the children/parents make any comments about the resources being used? Please give examples.
10. What would you say was the race equality/community cohesion impact of the resources on the:
Settled pupils:
Gypsy, Roma and Traveller pupils:
11. What other resources would be useful for you and your school/setting?
12. Any future recommendations?
The evaluation sheet of Roma, Gypsy and Traveller Resources sent in February 2008
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Gypsy Roma and Traveller Resources Project Report
Resource Shaun’s Wellies
Reason • Booksthatcanbeinvolvedaspartofaclassroomenvironmentandusedonadailybasis
• OrdinarystorybookwithGRTbackdrop,discussionaboutsimilarities/differencesencouraged
Resource Gypsies and Travellers in Their Own Words
Reason • HistoryofGRTandchildrentalkingabouttheirwayoflife
• Verygood,easytoread,usedasareferencedocument,inspiredlovelywork,used1:1,
• Backgroundforstaff
Resource Open Roads Open Minds
Reason • Greatstories,visualbackuptoDVDisgreat,storiesareinspiringandrevealing
Resource Role Play Traveller
Reason • Enabledallchildrentodiscusstrailers,lookatthefurnitureandfamilydollsanduseforrole-play
Resource Books (Photo Book)
Reason • Lookingatphotosoftravellingsites,trailersetcanddiscussingthemwithchildren,discussiontool
Resource Books
Reason • Clearpictureswellaimedatchildren’sage,usedinstorytime,toreadanddiscusswithchildrentheirpersonal
experience, helped them settle into school and understand their needs
Resource Counting Animals
Reason • Circletimeoronetooneithelpedthechildrencount
• WelllovedinthenurseryspecificallybyTravellerchildren
Resource Come and Count With Us
Reason • ChildrenthatlivedincaravansjoinedinandmadecommentsandhelpedTravellerchildrenbuildnumber
concepts with no pre-school experience
• Appealingtofoundationage,appealedtoreceptionage,qualityphotos,childrenlovedtheshapeandthe
textures of the book, clear simple durable and tactile
Resource Let’s Look at a Fairground Ride
Reason • Lovedphotos
Appendix 3 continues over the page …
The resources found most useful in school/setting with reasons
Appendix 3
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Gypsy Roma and Traveller Resources Project Report
Resource My Trailer
Reason • Verysuitablefortheyoungerchildren
Resource Holocaust Info
Reason • Goodforteachersinfo
Resource Young Gypsies
Reason • Year10studentsenjoyeddiscussing
Resource Photographs
Reason • Easytoshow,veryvisual,engagesinterest
Resource Travellers Homes
Reason • Lovelycolourfulimages,lookedgreatonwhiteboard,usefulinearlyyears,goodphotos,
• Usefulwhendoinghomesasatopic
Resource The Travelling People
Reason • Useinstafftraining,literacyworkforYear5,goodforwhiteboard,improvedliteracyskills,timelineuseful
• Photographsusedtohighlightthehousesofothersandtodiscussthoughtsandfeelings
Resource My Week
Reason • Childrenlikedfamiliarity,illustrationspromoteddiscussion
• Verygoodaschildrencomeintoschool
Resource Moving On
Reason • Usedinhomesandfamiliestopic,childrenlovedit
Resource Hatching Tan
Reason • CDandphotopacksveryuseful,usefulforarangeoftopics,themes,assemblies,displays
Resource Monday Morning
Reason • Provokeddiscussionaboutsimilaritiesanddifferences,helpedouryoungestTravellerchildrenappreciate
others like them
Resource My Wonderful Place
Reason • HighlightGRThistory-differencesbetweenhorsedrawnandmotorisedcaravans
Resource Caravan and Trailer
Reason • Childrenadoredthem,workedwellwithroleplaydollshouse
Resource Puzzles
Reason • Promoteselfesteemandawareness
Resource Stone Soup
Reason • Goodliteracytest
Resource Jimmy’s Idea
Reason • Enjoyedbyallthechildren,alreadytattyfromoveruse
Resource Porraimos
Reason • TheGypsyHolocaust,usedinhistorytodevelopawareness
Resource Every Traveller Child Matters
Reason • Goodinfoforteachersandsupportworkers
Appendix 3 continued
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Gypsy Roma and Traveller Resources Project Report
Resource Visual Pictures
Reason • Photosexcellentshowingdifferentaspectsoflifeandculture,focalpointfordiscussion
Resource CD of Pictures
Reason • Goodforuseinassemblies
Resource The Two Books on the Holocaust
Reason • Goodinformationandusefullinkstoappropriatewebsites
Resource Posters
Reason • RaisingaspirationsofTravellerstudents,raisingawarenessofcapabilitiesinthewiderschoolcommunity,
discussion tool
Resource Appleby and it’s Fair
Reason • UsedwithTravellerstudentscompletingASDAN
Resource Gypsies and Traveller Citizenship
Reason • EnhancedandsupportedourmoduleondiversityinlifeskillslessonsforYear7
Resource Language Origins
Reason • LinkstoEnglishcurriculum,spreadoflanguages,veryvisual
Resource Gypsy Stories
Reason • Goodforadultliteracy
Resource Website Linked to Poster Competition
Reason • Supportedstaffinintroducingcompetition,goodpositiveimagesofTravellerculture
Resource Books and Activity Cards
Reason • Booksarebeautifullypresentedwithcleareasytofollowinfo.Theactivitiesprovideopportunitiesforroleplay
and small group work
Resource Literacy Trail
Reason • Agoodstartingpointwithfamiliarimagesforchildren.
Withprogressionthroughthescheme
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Gypsy Roma and Traveller Resources Project Report
Appendix 4
Feedback of the impact the resources had on the schools’ and educational settings’ GRT pupils
• Creatingsenseofidentity
• Enjoyeddiscussingtheirwaysoflifeandimprovedrelationshipsbetweengroups
• Seethattheirwayoflifeisvaluable
• Helpsexplaintheirsenseofidentity
• Enjoyedseeingtheirculturereflected,madethemfeelliketheybelong
• Romacomfortablewithsomestaffbutdon’twanttheiridentitywidelyknown
• Improvedconfidence
• Displaywassetup-gaveasenseofbelonging
• Seethattheirheritageisimportant
• Identificationandselfesteem
• Littleimpact,Travellerchildrentendtosocialiseamongstthemselves
• Helpedraiseawarenessandselfesteem
• Resourcesthatwererelevantandthereforeraisedselfesteem
• Selfworth
• Boostedconfidence,relatedtoissuesdirectly
• Feelingofbeingvalued
• Raisedselfesteem,feltvaluedetc
• Gainedpeerapproval
• Madethemfeelimportantandgavethemasenseofbelonging
• Untilnowveryunsettled,gavethemasenseofidentity
• Afeelingofbeingequal,andproudofculture
• Helpedthemfeelpartoftheschoolcommunity
• Pleasedtoseepositiveimages
• Moreconfidentindiscussingtheirlifestyles
• Senseofprideandidentity
• Understandingoftheirownculture
For further information about this report or if you require further copies contact:
Claire Lockwood
NATT+ Resource Project Manager
Gypsy Roma Traveller Achievement Service
West Park Centre
Spen Lane
Leeds LS16 5BE
Telephone: 0113 274 8050
Fax: 0113 275 0445
Email: [email protected]
© NATT+ November 2008 www.natt.org.uk
This report is printed on 80% recycled paper
National Association of Teachers of Travellers+Other Professionals