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The Education of Gypsy Traveller Learners: A survey of provision made by schools and local authorities to meet the needs of Gypsy Traveller learners, Wales, 2005

Publication type: Report

Author: Other

Themes: Education

Main Findings:

“Many LEAs provide support to schools through a Traveller Education Service. The quality of this support is mostly good and in some cases very good. Gypsy Traveller learners generally have poor attendance rates and very few Gypsy Traveller learners attend a secondary school. ost of the teaching of Gypsy Traveller learners is of good quality, particularly in primary schools. The Welsh Assembly Government allocates funds to LEAs and schools based on learner numbers and historical allocation, without sufficient emphasis on the needs of learners. The figures used to allocate funds to LEAs do not always accurately reflect the number of Gypsy Traveller learners within the LEA. Many Gypsy Traveller learners have low levels of basic skills and often few social skills. Many schools and LEAs do not have policies in place to address the specific needs of Gypsy Traveller learners. Very few schools have identified opportunities within the curriculum to promote the positive aspects of Gypsy Traveller culture. LEAs and schools generally lack awareness of good practice and strategies to support Gypsy Traveller learners. Few Gypsy Traveller learners complete homework. Recommendations: LEAs and schools should: find ways to improve attendance and increase the numbers of Gypsy Traveller children attending secondary schools; ensure that they have policies that address the specific needs of Gypsy Traveller learners; and ensure that the curriculum promotes the positive aspects of Gypsy Traveller’ culture. The Welsh Assembly Government should: should collaborate with local authorities to identify and put in place appropriate arrangements to enable staff, with responsibilities for Gypsy Traveller learners, to discuss common issues and share best practice; and should ensure that data collected is accurate and consistent and consider ways in which funding can be allocated so that it places a greater emphasis on the needs of learners.

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