They are the worst-performing ethnic group, with only 3.9 per cent achieving five top GCSE passes. A recent study showed the number of pupils from Roma Gypsy and Irish Traveller groups achieving five A* to C grades at GCSE has fallen dramatically, with Irish Traveller pupils who achieved the highest marks falling to 15.6 per cent in 2007 (14 per cent for Roma pupils). Reversing this trend is vital to ensure the Every Child Matters objectives are met.
One organisation that seeks to provide extra support to address this nationally is the E-Learning and Mobility Project (E-Lamp). This was devised to provide educational support to Traveller children when the mobile lifestyles of their parents prevent them from attending mainstream school for several months of the year. E-Lamp is currently managed by the National Association of Teachers of Travellers and is funded by the government. It works with 35 local authorities across the country and with more than 350 Traveller pupils. Laptops and data cards are used alongside other learning materials to allow distance learning. Evidence from these projects has shown that motivation increases, achievement is improved, and pupils re-integrate far more easily after having had the opportunity to learn remotely.
In Hampshire, Hart Voluntary Action promotes Traveller attendance and engagement in education locally through a tailored approach that addresses differences in background. Its most recent project is a cultural-awareness programme in several schools that gives young Travellers and other children the chance to engage in discussions about cultural diversity. The project brought this to life by producing a DVD about cultural differences, running a shared gardening project and holding a parents' open evening to discuss school attendance and achievement. This approach has reaped benefits in addressing negative stereotypes, preventing misrepresentation and providing an opportunity for real change for the children involved.
The Traveller community has a distinct history and culture and we must ensure its children do not experience any shortcomings in academic or wider development due to their heritage. Only by actively encouraging success - through removing the barriers to education and offering specific and tailored learning support - can we address disadvantage and exclusion.
- Anne Longfield is chief executive of 4Children. Email anne.longfield@haymarket.com.
