Improving educational outcomes for children and young people from travelling cultures: guidance
Guidance for local authorities, schools, early learning and childcare settings to help support children, young people and their families to engage in education.
1. The 'How Good is Our….' series has become a recognised brand which underpins effective self-evaluation as the starting point for improvement. There are several frameworks which are designed to be used to support self-evaluation and reflection by practitioners at all levels.
2. See also http://www.step.education.ed.ac.uk/project/travelling-communities-scotland/
3. Roma families' engagement with education in Glasgow
4. See http://scottishshowmensguild.org/ and https://www.sheffield.ac.uk/nfca
5. Section 1 of the Education (Scotland) Act 1980 and Part 6 of the Children and Young People (Scotland) Act 2014. Information on eligibility can be found here: https://www.mygov.scot/childcare-costs-help/funded-early-learning-and-childcare/
6. Section 35 of the Education (Scotland) Act 1980
7. Moving Forward together: Gypsy, Roma and Traveller achievement, Booklet 1, Department for Children, Schools and Families, UK, 2009
8. See http://www.gov.scot/Publications/2015/12/5103/8 for definitions
9. Fluctuations in population and small numbers mean that year on year comparisons may not be fully reliable. Changes in population numbers may also impact on number of children attending schools, but are not known for 2017.
10. See also http://www.step.education.ed.ac.uk/wp-content/uploads/2015/08/GLGMcC-article.pdf
11. Fluctuations in population and small numbers mean that year on year comparisons may not be fully reliable. For example, one or two pupils being excluded numerous times could account for the difference.
12. See The Equality Act 2010 and The Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012
13. TENET is a formal forum, supported and administered by the Scottish Traveller Education Programme (STEP) with Scottish Government funding. It is a professional learning community dedicated to the education of all mobile communities, including Show families and European Roma.
14. HGIOS4 and HGIOELC are designed to promote effective self-evaluation as the first important stage in a process of achieving self-improvement.
15. HGIOS4 Section 1.3
16. Derrington, C. (2005). Gypsy Traveller students in secondary schools: perceptions of behaviour and patterns of exclusion. Journal of Research in Special Educational Needs, 5 (2), - 55-61
17. Resources include Pupil Equity Funding which is to be spent at the discretion of headteachers/ school leaders working in partnership with each other and their local authority to close the poverty related attainment gap.
18. See http://www.step.education.ed.ac.uk/project/find-a-contact/ and http://www.step.education.ed.ac.uk/tenet/
19. See for example the Scottish Network for Able Pupils' 'Snapshot 11: High Ability and the Travelling Community'
21. An investigation of family literacy programmes for Scottish Travelling communities and European families. STEP, 2015 http://www.step.education.ed.ac.uk/research/
22. Runco, M. Creativity, Annual Review of Psychology Vol. 55: 657-687 (Volume publication date February 2004)
23. Lindstrom , L. Creativity: What Is It? Can You Assess It? Can It Be Taught?, International Journal of Art & Design Education Volume 25, Issue 1, 21 Feb 2006
25. See for example http://www.step.education.ed.ac.uk/young-people/
26. See 'Meeting additional support needs' diagram under para. 31, Chapter 3, of the Supporting Children's Learning Code of Practice (Third edition)
27. English for Speakers of Other Languages
28. Ureche, H. and Franks, M., This is Who We Are: A study of the views and identities of Roma, Gypsy and Traveller young people in England, The Children's Society, 2007
29. Lloyd, G. and McCluskey, G. (2008). 'Education and Gypsies/Travellers: 'contradictions and significant silences'', International Journal of Inclusive Education, 12, 4, 331-345.
30. Bhopal, K. (2011) 'This is a school, it's not a site': teachers' attitudes towards Gypsy and Traveller pupils in school in England, UK', British Educational Research Journal, 37 (3): 465-483.
32. For research detail and the literature see 'School transitions and mobile communities - What the research says', STEP, 2015
33. Statutory guidance states that consent is not needed from the local authority to withdraw a child at this stage in their schooling – see section 3.24 in the Scottish Government's Home Education Guidance
35. Includes further information on a transitions model and more practice insights, including those in a review of Scottish and International models of school transitions
36. Section 1 of the Education (Scotland) Act 1980
37. Section 2 of the Standards in Scotland's Schools etc. (Scotland) Act 2000
38. Section 1 of the Education (Additional Support for Learning) (Scotland) Act 2004,
39. The Equality and Human Rights Commission Technical guidance for schools in Scotland outlines the requirements of the Equality Act 2010 for schools in relation to the provision of education and access to benefits, facilities or services, both educational and non-educational.
40. While the PSED does not apply to independent schools, they are subject to the other requirements of the Equality Act 2010, such as the prohibition of discrimination, harassment and victimisation on grounds of the protected characteristics.
Email: Lynne Carter
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