Enhanced Award Criteria - Gypsy, Roma and Traveller Communities

Being inclusive of  GRT communities

Any Doncaster school who has achieved (or is working towards) their Healthy Learning, Healthy Lives Award can apply for an Enhanced Award for Gypsy Roma and Traveller Communities. For more information about how to do this please contact: healthylearning@doncaster.gov.uk 

Criteria

What this looks like in practice

Evidence we expect to see

Criteria 1: The setting’s policies make specific and culturally competent inclusion references to address the needs of children from Gypsy, Roma and Traveller communities, even if the setting isn’t aware of having/ever had children from those communities

The policies: 

•Incorporate a whole settings approach

•Are in line with current national drivers and recommendations

•Are reviewed every 3 years as a minimum

Are actively used, shared and communicated with all members of staff; all staff are culturally competent and actively inclusive towards GRT communities

Have been developed in conjunction with wider stakeholders (including parents/carers and children and external agencies, as appropriate)

Are driving improvement for GRT children in the setting

Named GRT lead actively involved in reviews of policies.

Description and supporting evidence of how policies are inclusive and address the cultural and other needs of GRT communities including but not limited to:  admissions meetings, SRE/PHSE, SMSC across the curriculum, anti-bullying

Flexible but fair and consistent implementation of policies.

All staff understand barriers to engagement and actively explore mutually acceptable solutions with GRT children/parents. (Language support is provided where parents aren’t confident in their use of English)

Establishing baseline data, and monitoring and improving parental engagement/pupil participation and GRT outcomes as a vulnerable group.

Criteria 2: GRT groups are specifically included within all the setting’s Healthy Learning Healthy Lives (HLHL) areas of focus

All areas of HLHL work specifically identify and address GRT needs to ensure inclusion

HLHL outcomes measured as a separate group and compared to non-GRT, with any gaps identified.

GRT children are enabled to access HLHL learning and opportunities.

Actions planned to close any gaps/improve GRT health and wellbeing of GRT children to be in line with all children.

Criteria 3: The whole school ethos  is positively inclusive of GRT communities

Staff are trained either formally or informally to:

·         understand the varying needs of these vulnerable groups

·         ensure they are culturally competent when engaging with children/parents from GRT communities

·         understand their own role in removing barriers to engagement

·         ensure GRT families are positively included in all aspects of school life

The school ethos is apparent to visitors, parents, and children throughout the school, e.g. children from these communities can see themselves positively reflected in their school environment.

Staff are aware of cultural sensitivities and behaviours around bullying, and GRT children and parents trust in the school that incidents are dealt with appropriately.

Staff are confident of what constitutes a racist incident and how to deal with it appropriately.  Provision is reviewed/re-evaluated to ensure messages are on target.

Criteria 4: Enhanced transition is in place both into and out of the setting

GRT Lead works with extended and enhanced transitions timelines/frameworks to ensure GRT parents, pupils and new settings are fully supported throughout the extended transition process.

Key worker accompanies on visits, if appropriate.

Parents are supported to make informed choices, visit proposed settings, submit applications within LA deadlines, and take up places offered.

Parents and children welcomed into the setting and supported with culturally appropriate admissions and induction support.

Criteria 5: Inclusion of GRT communities is regularly reviewed to support on-going development and success

Regular meetings and conversations between named school and LA lead to monitor and improve GRT outcomes

Evidence of regular meetings (actions/evidenced outcomes)