Traveller Child in Education Action Framework - Early Years

Early Years Headquarters T +44 (0)28 9066 28256c Wildflower Way F +44 (0)28 9038 1270Apollo RoadBelfastCounty Antriminfo@early-years.orgBT12 6TAwww.early-years.orgRegistered in Northern Ireland No: 23257 Inland Revenue Charity No: XN48519Formerly known as NIPPA13/12/2012Additional Educational Needs TeamDepartment of EducationRathgael House43 Balloo RoadRathgillBangor, BT19 7PREmail: additionaleducationalneedsteam@deni.gov.ukDraft Traveller Child in Education Action Framework ResponseEarly Years – the organisation for young childrenSection Title Page1 Introduction 22 Overview of key issues 33 Principles of the draft Action Framework 44 Strategic delivery and partnership working 45 Monitoring and evaluation 56 Attendance 57 Support for transitions 68 Educational Achievement 89 Career / educational ambitions and expectations 910 Inclusion 1011 Communication / parental involvement and support 1212 Additional comments 13Appendix I Results from parent and family engagement 14Appendix II Parent and family member comments 181Finance and FundManagements Departments

1. IntroductionEarly Years 1 is the largest organisation in Northern Ireland working with andfor all young children. It is a non-profit making organisation and has beenoperating since 1965 to promote and develop high quality, evidence-informededucation and care services for children aged 0 – 12, their families, those whocare for and educate them and communities.Our vision is that children are strong, competent and visible in theircommunities; physically and emotionally healthy; eager and able to learn andrespectful of difference.We work within a strong set of values which place listening to children andthose who care for them; a strong voice for children; parents as firsteducators; participation of children and families; community involvement anddevelopment; partnership; inclusion and diversity and excellence andevidence-based innovation at the forefront of what we do. We believe thesevalues not only create a framework for us to provide services consistent withour positive vision of and for children but also relate very clearly to thefundamental values which must underpin this framework and the subsequentregional action plan.Early Years delivers the Toybox 2 Project which aims to significantly reducesocial and education inequalities experienced by young Traveller childrenaged 0-4 through an outreach play-based early intervention service providedin partnership with the children, their families and key agencies and ensurethe children and families have access to high quality, inclusive early educationand family support. Another vital component of this essential rights-basedservice development model is the maximisation of the voices of Travellerchildren and their families. The project is delivered by nine staff to eight areasacross Northern Ireland. This includes a peer support worker whosebackground and experience is very beneficial to the project. During 2011-12the team engaged directly with 197 families and 266 children, and delivered3968 play sessions. Within this context we have carried out a number ofinitiatives designed to raise awareness, facilitate debate and encourage andsupport engagement on these important proposals with and for a range ofrelevant stakeholders.Initiatives have included Toybox team members availing of opportunities from home visits orexisting group meetings to highlight and discuss the main Frameworkproposals, encourage participation and seek views from 103 parents orfamily members on whether the proposals would make a difference toeducation and learning outcomes. Early Years Toybox team members providing their own practical views. Visits to two school sites (St Mary's Primary School and Mount StCatherine's Primary School) to discuss the consultation and gain afurther level of feedback and experience.1 For more see http://www.early-years.org/2 http://www.early-years.org/toybox/2

Dissemination of relevant information in relation to the currentproposals under consideration, incorporating Departmental and EarlyYears points of contact for further information, via our external website,internal staff intranet and staff and member e-briefings encouragingparticipation in the consultation process.2. Overview of key issuesMore detailed responses, incorporating the significant feedback from parentsand families concerned, is provided in the subsequent sections andassociated appendices of this response. However the following key recurringthemes are deemed to be of paramount importance in relation to the ultimatesuccess of these proposals. The principles established by the Taskforce on Traveller education mustclearly underpin the Department's Framework and the subsequentregional action plan from April 2013 onwards. Despite acknowledgement of the Framework being high level, thedocument lacks a necessary degree of detail, particularly on key termssuch as "review", which did cause confusion to consultees. It would behoped that such areas would be enhanced and clarified upon before thefinal document is released and definitely by the Action Delivery Plan stageto be developed by the TESS from April 2013. It will be essential that the voices of relevant children and families are fullymaximised, engaged and incorporated and their participation is realisednot only in this development process but also throughout the subsequentplanning and implementation of these proposals relating to educationalachievement, career and life ambitions, support for transitions, training,appropriate communication, parental involvement and effective inclusion. The Framework and subsequent regional action plan must also expresslyacknowledge the vital role of collaboration with community teams andgroups in addition to Traveller Support Groups and Schoolestablishments. Processes around information or training on Traveller culture,employment, family patterns and lifestyles must be more than theprovision of fact-sheets and online materials, be fully participatory andinvolve Travellers themselves. The importance of the provision of consistency in the journey through careand educational establishments of relevant children and of buildingrelationships with the children, their parents and families is of the upmostimportance and cannot be emphasised enough. It will be vital that the development process around these proposals lookto and learn from the many good, evidence based and robustly evaluatedinitiatives, such as the Media Initiative for Children (MIFC) RespectingDifference programme and the Toybox Project, which are alreadyoperating and delivering well in areas rather than looking to establish newinitiatives, programmes or activities.3

3. Principles of the draft Action Framework"I would like my child to follow their dreams and achieve more than I did andnot be discriminated against." – Parent comment during engagement processThe approach taken in the draft Action Framework document to take accountof and address the recommendations made in the report by the Taskforce onTraveller Education is to be welcomed. Early Years Toybox team memberswere key contributors to the overall work of the Taskforce and in particular tothe sub-groups concerning Early Years and Transitions, Primary Education,Special Educational Needs and Interculturalism and Racism.The fundamental principles agreed by the Taskforce that every child is anequal child; that the expectations for Traveller children should be the same asfor all others, including access to the full range of educational experiencesfree from racial discrimination and prejudice; outcomes for Traveller childrenparalleling the range of outcomes for all children; Traveller parents having thesame entitlements and responsibilities as all other parents; all schools beingopen to and welcoming of Traveller children; and Parents of Traveller childrenhaving access to any school of their choice, on the same basis as any otherparents, for the education of their children remain absolutely relevant to thecontext of this consultation and have received universal agreement during thisprocess. The Department is strongly recommended to expressly incorporateand underpin these principles in the advancement of this Framework and thesubsequent development and implementation of an associated regionalAction Plan.4. Strategic delivery and partnership workingThe issue of consistency is a key theme throughout this response and thedevelopment of a consistent, co-ordinated approach across all areas topromote improved outcomes for Traveller children and families is vitallyimportant. The consultation document acknowledges that current supportprovision varies between areas. Therefore the proposal of establishing onesupport service to help schools, children and young people and familiesregarding education and learning outcomes and to maximise stakeholderinvolvement received good levels of general agreement from parent or familymember engagement (94%) 3 . However, some concern was highlightedduring consultation with both parents or family members and otherstakeholders that a regional approach might diminish the effect of good work,contact or relationships that were happening in their areas locally. A strongmessage from our overall consultation efforts was that any regional approachadopted by the Department / TESS must avoid this from happening. Inclusionin the draft Action Framework that the TESS delivery plan will address theoperational recommendations of the thematic sub-groups of the Taskforceand will look to good practice locally and in other jurisdictions is to besupported. It will be essential that existing good practice is identified, builtupon and effectively disseminated. Towards this, in addition to the primaryneed to work in partnership with the children and families themselves, moreexpress reference should be made to the vital role of collaboration with3 See Appendix I.4

voluntary and community sector organisations and community teams andgroups offering key outreach services as well as Traveller Support Groups,NGOs and School establishments.Regarding strategic delivery, the draft Action Framework outlines proposalsconcerning TESS undertaking joint planning with the regional Inclusion andDiversity Service (IDS) and the Community Relations, Equality and Diversityin Education (CRED) Working Group and OFMDFM reinstating the ThematicGroup on Traveller's Issues within the Racial Equality Forum. The ActionFramework document outlines the Thematic Group as includingrepresentatives from health, education, employment, housing, the TravellerSupport movement and any other organisations yet does not includerepresentatives from the community itself. Another significant message fromour engagement with parents and family members during this consultationand from other practical and engagement exercises, which is also clearlyevidenced throughout the comments included in Appendix II to this response,is the need to hear and learn from the voices of Travellers themselves directlyin addition to those representing their views.5. Monitoring and evaluationThe commitment to excellence and evidence-based innovation in our servicesby the Early Years organisation and our staff has already been noted. It willbe highly important for the regional Action Plan to be developed as a result ofthis Framework to be clearly evidence based, firmly outcomes focused androbustly evaluated as an ongoing process. Proposals around the Biannualmonitoring of the Action Framework and the Delivery Plan and reporting onthese by a senior representative cross departmental Monitoring and ReviewGroup to the Taskforce and the Thematic Group are deemed to beappropriate. It is recommended that, towards greater transparency andaccountability, the reporting on the Action Framework and Delivery Plan isalso more widely communicated via appropriate methods and channels so allrelevant stakeholders can have the opportunity to see and comment on howthe proposals, actions and initiatives are progressing.6. AttendanceActions proposed within this area include DE and ELBS agreeing on an inter-Board strategy to improve attendance to be informed by detailed analysis ofattendance data and the review of Para 3(3) of Schedule 13 of the Educationand Libraries (Northern Ireland) Order 1986. Further detail on this would havebeen preferential but the need for an approach across areas and clarity onschool attendance requirements is accepted. Whilst appreciation of Travellerlifestyle, culture and working practices must be acknowledged a majority ofparents and families (59%) 4 agreed that the legislation should be reviewed.This also received general agreement with other stakeholders engaged with.Practical observations from team members in the areas have suggested thatthe longer a child is off school, the more out of place they feel by being behindin the work required and this can be one of the main reasons why they leaveor become disconnected with the system.4 Appendix I5

7. Support for transitionsAgreement on the need for extra help to children and families when movingbetween the various levels of care, education and training was very clear fromour engagement with parents and family members (see Appendix I).However, due to the absence of any other detail in the draft Framework thanprovisions for the ELBs/ESA agreeing on the previously mentioned inter-Board attendance strategy, which will include "transitional supportprogrammes for use across all education sectors" and identification of "asuitable range of communication methods" it was deemed not possible todetermine how effective this area of proposals might be or whether itaddresses the actual Taskforce recommendation in question. More detail onthis important area of the Framework is required and recommended. Theidentification and dissemination of best practice to support transitions frompre-school to primary school and on to post-primary and further education willbe an essential ingredient.Transitional support between the early phases of care, education and learningis a significant component of the Toybox project and there is much that can belearned from this. The project provides much needed support, advice andsignposting for parents and families to make connection with other necessaryagencies. Furthermore, its outreach play-based early intervention serviceprovided in partnership with children and parents enhances the social,emotional, physical, language and cognitive development of children frombirth to four years of age and strengthens the capacity of parents to supporttheir children’s well-being and eagerness to learn, thereby empoweringparents to also become involved in the education process. Play sessions inthe home challenge each child’s ability, support their emerging interests andskills using the HighScope 5 approach and provide a positive model forparents.During a child’s life, transition takes on many forms. It should be rememberedthat for a child with any additional needs the process is the same but with agreater emphasis on links to home. In such an environment, where parents,teachers and influencers can be seen by the children to be involved in a trueworking partnership, the children will themselves, whether by imitation or withgentle encouragement learn to co-operate and interact with one another inwhat will ideally be or become, a mutual, spontaneous and unselfconsciousfashion to lead to much more successful transitions.The following statements summarise many of the recommended practicesdeveloped for smooth transitions which have been implemented through theToybox project and other child centred support and advice services operatedby Early Years. It is suggested that these statements be used as indicators toevaluate the success of a child’s and family’s transition from one program toanother.5 http://www.early-years.org/highscope/6

Interruption of needed service is avoided. The child, family and service providers are given opportunities toprepare for changes that will occur The child’s strengths as well as needs are used as a basis from whichplanning occurs. Families are given information about their rights and the range ofoptions available to them and their child. Families are enabled to provide input into their child’s educationalprogram. The most appropriate and most supportive environment is identified. The child is prepared (emotionally and through skill development) forthe new environment. Continuity of curriculum and routine is facilitated from one setting to thenext. The child receives support in the new setting. Families are offered support and opportunities for the involvementthroughout the transition process. The child’s adjustment to the new setting is evaluated and adjustmentsare made as necessary. There is on-going communication and collaboration amongprofessionals providing services to the child and family.The following very insightful suggestion emanated from our engagement witha parent during this consultation process (see Appendix II). The commentrelates both to career and educational ambitions and also effective transitions"Children learn from other children, so the bigger children could come and talkto the younger ones before they start the big school."In acknowledgement of the various phases, environments and agencies that achild encounters on their journey through care, education and learningsystems the Toybox project produced and distributed a DVD entitled ‘MyChild’ to encourage more Traveller children to engage in the project and othercare and education systems from the age of two onwards. The ‘My Child’ DVDhighlights all of the learning opportunities that children can engage in evenbefore formal education begins at P1 and captures directly the voices ofparents of the many positive experiences they have had in relation to earlyyears education. It also clearly emphasises that the educational attainment ofTravellers needs to be addressed in the context of a holistic approach withother agencies to tackle barriers to equality and inclusion and the need forimproved communication between agencies, with all professionals feeding inrelevant information.All of the above elements concerning transitions highlight that the importanceof the provision of consistency in the journey through care and educationalestablishments of relevant children and of building relationships with thechildren, their parents and families is of the upmost importance and cannot beemphasised enough. It is also vital that the support and communication isongoing and does not end after the child enters the next stage to ensure that7

they are settling in and do not get left behind or become disconnected witheducation and learning because of a lack of support.The themes of consistency and the effectiveness of building simple,straightforward good working relationships with the children and their familieswas also reinforced and very apparent in the good practice evident duringmeetings with St Mary's Primary School and Mount St Catherine's PrimarySchool.8. Educational AchievementWe would welcome the consideration of Personal Education Plans whichreflect the needs of Traveller children and the recognition that the childrenmay require additional support. These plans would promote positiveeducational outcomes for children, provide for early identification of specificneeds and allow for smoother transitions processes. However the approachassociated with the Plans cannot be based on a deficit model, cannot bestigmatising or have the perception of being so, must fully engage parents andfamily members, must include the provision of being withdrawn when notrequired and must not disempower parents in their role as the children's firsteducators.The inclusion within the fundamental principles of the Taskforce, which hasbeen adopted by this Framework, that the expectations for Traveller childrenshould be the same as for all others, including access to the full range ofeducational experiences is particularly significant. It is essential that thechildren are encouraged and supported to remain in education, particularlywhere there is a pre-existing desire to do so. Very high (98% - Appendix I)levels of agreement were witnessed during engagement with parent andfamily members for the need to make sure that they and their children knewmore about education and of getting a good education. This was also veryevident in the specific comments provided as outlined in Appendix II.Another important area which emanated from the comments, outlined in thisAppendix, is the need for continued before and after/out of school, summerscheme and homework support programmes and suggestions that moniesreceived by establishments for having Traveller children could be applied toenhancing and continuing such additional support functions. The significantbeneficial impact of such programmes was also highlighted duringengagement with Mount St Catherine's Primary School. Despite the presentchallenging financial period that the Executive, the Department and we all areencountering the effect of these programmes must not be impacted upon.The importance of high quality early education and support, through the 2Year Old Programme, pre-school settings across the region and the work ofthe Toybox project, before a child enters a school establishment is alsosignificantly important here and is well evidenced in the messages from thepreviously mentioned 'My Child' DVD. Practical experience has found thatoften parents make decisions about Pre-school, Nurseries or relevant earlycare or education programmes too late due to returning from travelling afterthe summer or not knowing or thinking ahead meaning they can encounterproblems in obtaining places particularly in heavily populated areas. Equally,there can also be problems with children being tired at school as a result of8

visitors staying late and children needing the visitors to go before their bedscan be made up. This tiredness can hinder sharpness and learning. This canalso be the case if there are emotional traumas going on at home.Engagement with staff within the Toybox team highlighted practice in someschools in America which have a quiet area where the child can takethemselves there to be better mentally ready to join in the class. Dr StuartShanker 6 is a significant advocate of ‘self regulation’ in how a child needs toorganise themselves and recognise when their body is stressed and that theyounger a child is, the easier it is to teach them the tools to regulatethemselves.The draft document also states that the TESS will work through schools andTraveller Support Groups to encourage nomadic Traveller families to enroltheir children in other schools when they are away from their base school and(where appropriate) encourage schools to facilitate the transfer of schoolrecords. Such collaboration must be wider than just schools and TravellerSupport Groups and incorporate community teams and groups in thevoluntary and community sector in acknowledgement of the vital outreachservices they also provide. Regarding Travellers moving between schoolsand the effective transfer of relevant information, the following good practice inEngland was highlighted during parent or family member engagement (alsoreplicated in Appendix II):"Instead of children not going to school, why can't it be like England yearsago, whey they had a Green Card which stated that every child has a right tobe taught in a school, even if only for a week. The Green Card would statewhat level of reading the child was at and it would travel with the family. Thatused to give the teacher an idea where to follow up with those children."This again emphasises the importance of a good relationship between theparent and the education settings or establishments. This was also apparentas good practice during engagement with St Mary's Primary School in beingable to ascertain if a parent was moving on which in turn enabled theirinformation to be passed on via SIMS to ensure continuity and that the childwas beginning again at an appropriate level rather than recovering old groundwhich might make the child become disinterested.9. Career / educational ambitions and expectationsAgain, engagement with parents and family members evidenced high (97%) 7levels of agreement on the need for encouragement of the use of careersservices or information. A number of relevant suggestions were made by theparents and family members here too, as outlined in Appendix II, relating to: The provision of more specific, vocational courses; Sewing the seeds regarding career paths earlier at Primary level; Inspiring the children that they can achieve anything; and6 http://www.mehri.ca/People.html7 Appendix I9

Secondary level children or young people talking to counterparts atPrimary level to inspire those children to be eager and able for the nextstage.Proposals that the TESS will work with ELB/ESA officers, post primary careerteachers, parents and young people to ensure that careers advice andsupport takes account of the relevant culture, traditions and world of work arealso supported across stakeholders. However, the document states that tosupport the work of careers advisers a fact sheet on Traveller culture, selfemploymentand family employment patterns and lifestyles will be developedby the TESS in partnership with TSGs and the Equality Commission andmade available on-line as a free to download training and advice resource forcareers advisers and teachers across all sectors. This is not enough.Processes around information or careers training on Traveller culture,employment, family patterns and lifestyles must be more than the provision offact-sheets and online materials, they must encourage open and honestdialogue, be fully participatory and involve Travellers themselves and westrongly recommend the Department and the TESS to consider this early inthis development process.10. InclusionWe strongly agree and recommend that: Inclusion and diversity training and capacity building initiatives forschool leaders, teaching and non-teaching staff be explored as to howto be aligned into a common curriculum; Currently available inclusion, diversity, positive images and goodrelations resources and learning materials also be assessed to ensurethey support capacity building curriculum; and A framework for professional development be established to includebuilding the capacity of teachers to deal effectively with increasinglyinclusive classrooms in terms of academic ability, social issues andpersonal needs.Strong messages emerged through parent and family member engagement(Appendix II) regarding: Cultural, anti-racism and anti-bullying training in schools and settingsand for all including school Governors, leaders, teachers, practitionersand non-teaching staff; The need for greater understanding of Travellers' lifestyles, traditionsand cultures; and The meaningful involvement and active participation of Travellersthemselves in training and awareness raising.In relation to the exploration of existing good practice in addition to referenceto the Toybox Project we recommend reference to the Media Initiative forChildren (MIFC) Respecting Difference Programme 8 also developed by EarlyYears.8 http://www.early-years.org/mifc/10

The MIFC Respecting Difference programme deals with race/ethnicity,culture, physical difference, disability and bullying behaviours and includes aspecific message on Traveller culture and lifestyle. The programme seeks toincrease awareness of diversity and difference issues among young children,early childhood practitioners, teachers, parents and management committeesand to promote more positive attitudes and behaviours towards those who aredifferent. MIFC Respecting Difference has been externally evaluated thougha randomised controlled trial 9 (Connolly, P., Miller, S. and Eakin, A. 2010) andfound to have a positive affect on young children’s attitude towards andrespect for others who are different. The MIFC Respecting DifferenceProgramme is currently linked to relevant curricula for children aged from twoto seven years and there is consideration being given to further developmentof the programme covering the timeframe right through to the end of PrimarySchool. MIFC Respecting Difference also provides opportunities for parentsand practitioners from diverse backgrounds to share their beliefs, concernsand positive learning experiences about the education of their children, acrosssocio-economic, ethnic, cultural and gender borders with other parents andagencies. Engaging with parents is vital in order to address theintergenerational transmission of prejudicial attitudes to young children.Engaging with parents courageously therefore should also allow for attitudesand behaviour to be explored, including addressing prejudices andstereotypes. It is vital that space is created that is both safe and challengingfor exploring these issues with parents. Equally, in ManagementCommittee/Board of Governor workshops, participants have the opportunity toshare their own experiences including those which as children shaped theiridentities and attitudes. They also have opportunities in an informal way fordiscussion and sharing with others who have been raised with differentperpectives and attitudes. In this way parents, teachers, pre-school staff,governors and management committee members are themselves engaging,reflecting and building their own understanding of others who are different.Key strengths of MIFC Respecting Difference are that it places a strongemphasis on promoting socio-emotional development as the foundation uponwhich diversity work can be undertaken and it looks at diversity and inclusionin all its aspects through an age appropriate programme. The programmelooks first at sameness before addressing difference. This is done usingpersona dolls where a character is developed which incorporates differentaspects of identity. The children see the points of similarity and subsequentlythe points of difference. The persona dolls are an ideal practical tool toencourage the development of empathy, to see a situation from another’sperspective.The Toybox project also was subject to an independent evaluation whichstated that in terms of service delivery, the project has been very successful interms of engaging families and supporting the development of Childrenthrough play. Furthermore the evaluation found that the project has been verysuccessful at filling the gap, and being a catalyst, between families andstatutory support services, health visitors, social workers and others in the9 http://www.early-years.org/coral/mifc.php11

statutory sector. We believe that this innovative project represents asuccessful outreach model for enhancing child development outcomes fordisadvantaged groups.By applying elements derived from the above innovative practicalprogrammes, informed by a robust programme design, the principles ofequality of opportunity and access to education can be translated intoinclusive practice in the classroom. Additionally to this, there needs to be astrong understanding and knowledge of the cultural, curriculum and policysupports that Management Committees and Boards of Governors have toensure are in place within a setting or school.Regarding the provision and practice of Traveller specific school transportengagement with parents and family members found that 61% agreed that itshould be reviewed (evidenced in Appendix I). However it must be notedand qualified that, due to ambiguity around the term "review" this could eitherbe interpreted by consultees as either meaning the practice should not takeplace or should be increased. This is reinforced by the qualitative commentsincluded in Appendix II. Therefore a more detailed impact assessment onthis practice is required and recommended. It is also suggested that thisimpact assessment does not over rely on attendance figures as it was pointedout during our engagement activities that in certain cases Traveller childrenmay only attend a school for a short time and then move on but they could stillbe included on the school's register as these figures can only be amended atcertain times of the year.11. Communication / parental involvement and supportWe strongly agree and recommend that promoting parental involvement andengagement and assisting parents to support their children's learning be apriority area for the TESS and that the Department and TESS work withchildren, families, schools and other stakeholders to identify suitablecommunication methods, including electronic media, to improve the provisionof information to Traveller children, young people and their families. This iswell supported in Appendix I where 98% of the parent and family membersengaged with agreed that help should be provided to parents and also in thecomments in Appendix II, particularly relating to parents with low levels ofliteracy. Again the document states that TSGs and NGOs have a keyresponsibility to promote this but inclusion of voluntary and community groupsand teams should also be added here. Although exploration of electronic oraudio options should be considered it should be emphasised thatcommunication with the parents should not be by letters or notes home alonebut promote direct contact with the parents themselves and the benefits ofsimple relationship building through direct personal contact or merely phonecalls. The engagement process highlighted practice based experiences ofsome schools or bodies contacting Toybox staff to relay messages to familiesrather than the bodies contacting the families directly. Excellent practice waswitnessed during engagement with St Mary's Primary School and Mount StCatherine's Primary School through the establishment of good workingrelationships with the parents enabling phone or personal contact and sendingcolour coded information home on different coloured paper.12

Engaging directly with parents enables staff to develop an awareness of theculture, values and beliefs of the child’s home environment so that the youngchild’s identity is valued and acknowledged within the setting. To this effectexisting examples of good practice of partnership working between parents,practitioners and agencies should also be shared and disseminated. Theactive involvement of parents and families and consideration of the needs ofindividual families in associated practices and approaches ensures that theyunderstand the process and support their children and the settings in this.12. Additional commentsIt is recognised that this present Action Framework document represents thebeginning of the process of the Department's child centred approach totackling barriers to educational achievement which will be taken forward in amore detailed manner by the regional TESS. We have attempted tocommunicate this as such during our engagement as part of this consultationWe look forward to working with the Department, the TESS and other bodiesand families in the further development of these proposalsYours sincerelyNoel McAllisterPolicy Officer13

Appendix I. Results from parent and family engagement14

Appendix II. Parent and family member commentsi. Regional Support Service to help children, families and schools (TESS) There needs to be someone we can go to when the schools won't listen, thenwe won't have to change schools. It will help me have someone to talk to. Support service same all areas and for all (x 6 parents).ii. Attendance If schools are willing to change the rules to suit travellers culture and lifestylethen travellers will have better attendance at school and might stay at schoollonger. (x 3 parents). No, it all depend if the child wants to be at school. I don’t think its good that children can be of school that amount of time, if theyare travelling they should still go to school. If 10 minutes late the child is marked as having had a half day and when youhave children in different schools at different ends of the town it’s hard tohave them in one time with the traffic and especially if they are suppose tostart at the same time. We're a travelling family and there's always a hassle when we move on whichis about 3 monthly, so I'm sending my child to school when she's 6. Instead of children not going to school, why can't it be like England years ago,whey they had a Green Card which stated that every child has a right to betaught in a school, even if only for a week. The Green Card would state whatlevel of reading the child was at and it would travel with the family. That usedto give the teacher an idea where to follow up with those children. It might help them with school, but some of it goes against our culture like thetravelling. We need to travel.iii. Educational Achievement Education is very important for the children. Reading and writing is very important. Boys would probably stay on at school to 16 if given choice. (x 6 parents). Some children need more help and are just not getting it. Yes my child loves school. They could help children stay in education providing that’s what they want todo. Important to have after schools and summer schemes. Summer scheme needs to be linked to school. Be able to read and write (x 2 parents). Children need a good education. Ask children what they feel would help them to do well at school. Especiallychildren in high school. Have more helpers for children that needs it.18

Keep the homework club the children love it. Develop and after schools project or Home work clubs. Make sure their doing the same work as the other children my child is just left. Give them work for when we are away, my child was away three weeks andthey thought she wouldn’t get caught up, I says give her a chance and shesall caught up with her work. Late places at settings reserved. More Afterschool provision in Primary and Secondary School (x 5 parents). More classroom assistants (x 4 parents). Summer schools on site (x 4 parents). The support agency should work with Traveller children in school (x 3parents). There are no homework clubs, Strabane doesn’t that I know of. In England teacher’s come out with worksheets when the children aretravelling - this would help children to keep up with their work (x 3 parents). Have clubs during summer to help children keep up – holidays too long theyforget by the time September comes (x 2 parents). Newly qualified teachers could work in homework clubs. Provide homework clubs in community centres (x 2 parents). Provide laptops for children while travelling so they can continue their schoolwork. If we go travelling it would be good for them to catch up on school work with alaptop that they could take with them. I want my child to do the 11+. Provide more classroom assistants or teachers who could take the childrenfor extra lessons (x 3 parents). Use the extra money for extra tutoring in reading, writing or learning a tradee.g carpentry that would be more beneficial to travelers (x 5 parents). England seem to offer more there, provide home-support and taught at homeand provide resources like laptops, what ever is needed. There needs to be extra help for those children that are behind, they givehomework but know we cannot help because we cannot read or write andthen the children is left looking like a fool in the classroom”. 2YO programmes full up when we return from travels. See the money given to schools for each traveller child, could that not bespent on 121 tutoring on those who are being left behind in the classroom? We miss the centre (Derry Travellers Support Group) it was great having thehomework club where the kids could get the help they needed if we couldn’tdo it. I like having the Traveller Support Teacher work with my kids. She knows mebetter than the school teachers and knows about Travellers. I wouldn’t wantto see her go.19

My 17yr old is happy he is going back to learning in school as 2-3 other boysfrom the estate are going to do it with him.iv. Career / Educational Ambitions and Expectations Do timber wood work. Need to give choices for electrical work, joinery and the children would stayon at school (x 6 parents). Our children need to know they can do anything not just hairdressing. Other subjects that represent Travellers for Traveller kids would be good likedriving lessons and horse riding. Be whatever they want to be. Help them go to college. Help children get out and about more. Sew the seeds for career paths in primary school. Traveller children shouldbe inspired and driven to do well at school so they can get exams, get a joband not rely on benefits. Provide guidance on transition from secondary school to training andemployment. Boys don’t want to do cookery. I have spoken to the school and the board ofgovernors in school and they said “could they not just do it and the otherswouldn’t find”. The boys get a slanging and it causes fights, the year headsaid, “When traveller children don’t cook we don’t have the staff to look after. Move vocational subjects to an earlier age. Cookery, the children don’t want to do it (x 6 parents). Can they do something extra instead of attending cookery? (x 6 parents). Children not attending school on the days they have cookery, missing out onother lessons if they don’t attend on the days they have cookery. Do better courses stonemasonry. Even tarmacing and construction. Boys doing boys classes not cookery, dancing or playing the tin whistle (x 2parents). Target younger age (13-15yrs) for Careers advice (x 8 parents). Out of school service for older children educating on life skills and other i.e.NVQ’s (x 4 parents). After school sessions. Offer the children a skill or a trade at a younger age to encourage them tostay at school longer instead of classes of no benefit to the travellers science,languages (x 5 parents). The boys have to learn to do something and that’s the only way they canlearn to make a living (x 6 parents). I would like my children to go as far in education as they want. To be doctorsor teachers. I want them to do well. Young Traveller boys won’t go on to be doctors or that, they have to learn thetrade, that’s Traveller culture. There has only been one boy in the north thathas gone on to be a doctor, it’s very rare for boys to go on.20

I would want my child to get jobs (x 6 parents). My child has no interest in the books but he loves going to C.T.S. becausetheir learning how to make things so more classes like that” (Training schemebetween the school and the local training services). Look I could lie to you but at 14 our children are seen as adults and they wantto be doing practical things not just sitting in a classroom. I think it would be great to get some other subjects that the boys would like todo like driving (x 6 parents). Children learn from other children, so the bigger children could come and talkto the younger ones before they start the big school. I would like my child to follow their dreams and achieve more than I did andnot be discriminated against.v. Inclusion Traveller children need to experience both ways of life (x 6 parents). Have a better understanding of a Travellers life. Just that they understand that if the child isn’t in school there's maybe awedding or that and realise these things is important to us. Schools/settings made to do Cultural Awareness and anti racism training. More cultural awareness training for all involved (x 4 parents). More cultural awareness to overcome barriers in schools. Stop the bullying (x 4 parents). Help others to understand our culture more so the bullying of traveller childrenstops. There should be more CCTV cameras in schools to stop bullying (x 2parents). Teachers should be able to check the children’s text messages to help stopbullying (x 2 parents). Transport needs to be supervised. More understanding for teachers and pupils about traveller culture. Providemore information about their lifestyle and culture (x 5 parents). Provide more opportunities to spend with other travelers. Use the extra money the schools get for having travellers to educate theteachers better about travellers culture, lifestyle and beliefs (x 3 parents). Make travellers more visible within the school. During pastoral care week inmy daughter’s school they covered all the different ethnic minorities in theschool e.g polish, Chinese, indian but left the travellers out! Reluctant to send my daughter to school due to the reputation of the school,what the other children get up to. Have no identity not even allowed studs or holy necklaces. Ears close over bythe weekend. Put Traveller Culture into the Curriculum for Teachers and all children inschools Because they don't understand or accept that we are different eventhose who live in houses, we are still traveller.21

Settled people don’t know what its like to live in a caravan. Schools have to take into account that we like to travel. We're never settled.Some travel all the time. Holy necklaces or bracelets should never be taken off a child. Some familiesare superstitious about that. Some parents feel strong about their cultural wearing of jewellery, thicknecklaces or hoop earings but children are being asked to conform to wearstuds which are easily lost. Some parents would prefer that their daughters wear their hair down onoccasion as ties can break the hair. Some parents want their children to show their individual flair or touch andwear the boots or shoes or extras that is natural to them. Children have to lie if forms that ask what your housing is detached, terracedor Attached housing. This gives no 'other' option like 'caravan'. The same inart classes where children are asked to draw or design their house orbedroom or kitchen. There’s a lot of discrimination in school and that’s why the kids want out (x 3parents).vi. Transport Bus needed to take children to school and home safely every day. There should be a bus for parents who have no mean of getting their childrento school (x 6 parents). Yes, I'd like to have the service as I may need to pull my child out ofplaygroup as I can't manage to do drop offs of other children at different timesas well. Increase it. Make Available for more children. More people struggling with Transport. For settled children who havedifficulties as well. Why should all families suffer because one or two don’t go to school. If there was a bus to the homework club I cannot get my child down to it. More transport especially for large families with children attending threeschools in different areas. Buses should be timetabled to facilitate children who want to stay behind toattend a homework club. Buses to school would be good if parents can’t drive. If there was a bus that could take to the homework club and leave them offbecause I cannot get out with the two smaller children and waiting till thebigger boy gets off the bus. Bus service or taxi service a must. I have no transport and other children,baby as well (single parent).vii. Communication / Parent support Help parents to help their children as best as they can.22

Letters come here and we can’t read them’ (x 2 parents). Help parents with key skills, literacy, numeracy perhaps providing courses inthese areas so we can help our children better. If they have the right support. The most of the teachers is good to the Travellers. Parents need more information about school. Parents need more opportunity to feed back to school. As children are progressing through school parents are finding homeworkmuch more challenging and are unable to help children with it – parents needsupport with this in some way (x 2 parents). Sometimes parents need help to help their child – many parents can’t read. (x3 parents). Help us parents learn how to read so we can help our children with theirhomework. Provide courses for parents. Parent & child in homework club (x 2 parents). Classes for parents, like computers would help us understand a bit more. We do computer classes with An Tearmann could they show us the bits of thehomework then we could know what the children are meant to be doing” They still send homework home yet they know I can't read or write, My sisterhelps them but what if next year she decides to move? I'll be lost then Support parents with reading/writing skills (x 6 parents). More information-user friendly (x 6 parents). We be away sometimes travelling and I don’t need to be getting into trouble. I need to travel to the south and the school shouldn’t be sending people outall the time. It would be good if they could get their schooling but won’t change theirculture. I think if teachers listened to us more. Listen to the families. The teachers need to listen to us when I’m asking why my child has nohomework and the other children has theirs, shes just left doing nothing Confidential talk with child and parent at schools to see if school hears theirbullying complaints. More communication between school and parents (x 5 parents). Tell children and parents more about education (x 2 parents). Parents should be given more information and advice on how to get a goodeducation for their children (x 3 parents). Better form of communication between schools and parents instead ofconstant notes and letters which are hard to read e.g telephone us! (x 3parents). All Travellers rear their children different.23