Academic reports

Education Reports

A summary of different Education Reports regarding Traveller children 1967 - 2001.

1967 The Plowden Report ‘Children and their Primary schools’

This Report recommended that local education authorities should make concerted effort to improve access to school for Traveller children, who were the most deprived group in the country. It was estimated that 90% of Travellers’ children did not attend school.

1983 HMI Discussion Paper ‘The Education of Travellers’ Children’

The Paper recommended good practice and gave details of government funding to support the education of Travellers’ children.

It quoted numbers of Travellers in England to be between 30,000 and 50,000 with accommodation on official sites for 37%, with a further 14% living on private sites. This meant that half the families had nowhere to live.

The Paper estimated that 12,000 to 15,000 children and probably as few as 40 to 50% of the primary aged children attended school and only a few on a regular basis. The secondary aged group was as low as 10 to 15% registered in school with attendance being even lower.

1985 The Swann Report ‘Education for All’: The report of the committee of enquiry into the education of children from Ethnic Minority groups’

‘ Whereas with other groups of children whom we have considered, we have been chiefly concerned with their need within school, many of the particular educational needs of Travellers’ children arise because of difficulties in gaining access to the education system at all.

In many ways the situation of Travellers’ children in Britain throws into stark relief many of the factors which influence the education of children from other ethnic minority groups….

Racism and discrimination, myths, stereotyping and misinformation, the inappropriateness and inflexibility of the education system and the need for better links between homes and schools and teachers and parents.’

1999 OfSTED Report ‘Raising the attainment of minority ethnic pupils’

‘ Gypsy Traveller pupils are the group most at risk in the education system. Although some make a reasonably promising start at primary school, by the time they reach secondary level, their general low attainment is a matter of serious concern.’

The main recommendations and best practice are listed below:

School aims create an ethos which values learning and all pupils equally, supported by clear equal opportunities and behaviour policies, which set down a clear code of practice for all staff, pupils and parents.
Attainment data analysed by ethnicity and target setting.
High Teacher expectation of Traveller pupils.
Schools accepting full responsibility for all children and addressing their needs with good co-ordination of supporting provision.
A review of the curriculum to ensure that all pupils are respected and recognised within the mainstream curriculum and Traveller culture is celebrated in this context.
A good pastoral support system for all pupils.
A mentoring programme targeting positive role models in the Traveller community.
Clear expectations of good behaviour. Positive reinforcement and clearly established procedures for dealing with incidents of unacceptable behaviour, including racist behaviour.
Develop strategies to involve Travellers in extra curricular activities and study support for homework.
Create a positive parental attitude through home visits and the inclusion of parents in all school events to be developed by the school and not relying solely on the T.E.S.
Good links with the wider community and the promotion of good race relations.

These measures linked to good site provision arrangements and a co-ordinated approach from all departments to ensure a quality service delivery will enhance Travellers’ success at school.

2001 OfSTED Report ‘Managing Support for the Attainment of Pupils from Minority Ethnic Groups’

Action on Traveller Education at the national level should ensure that:

There is more systematic development and use of distance-learning material
Fuller guidance is given to LEAs on policy and practice in relation to education at home as it affects Traveller children.

Action by LEAs and Traveller Education Services should ensure that:

The use of peripatetic staff to support schools is defined by a service agreement covering roles, functions and classroom practice, as well as the means by which whole-school briefing is given on the support and on the background of pupils
There is a closer connection between Traveller Education Services and LEA inspectors and advisers
More schools are made aware of the need to develop relationships with the parents from Traveller families, to take account of the cultural backgrounds of their children and to provide appropriate curriculum resources
LEA judgments on the provision of home-to-school transport for Travellers are based on objective factors, including risk analysis and the need to promote regular attendance at school
LEA education welfare services see through their responsibilities for all children in their areas, including Traveller children not registered with schools, or only residing temporarily either on authorised or unauthorised sites, in order to address high levels of non-attendance among pupils from Traveller families of secondary age
Decisions on the eviction of Traveller families have regard to the statutory duties of LEAs on the provision of education.

These steps in relation to the use of grants need to be matched in LEAs and schools by continuing wider efforts to improve policy and practice with regard to ethnic minority achievement and race equality and, in particular, to ensure that action is taken to meet the recommendations arising from the Stephen Lawrence inquiry.

Academic studies

This page has summaries and links for more details on a number of studies based on Gypsy, Traveller and Roma people.

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