Written submission from University of Birmingham Centre for Research in Race and Education (GRT0007)

1. Executive summary

Gypsy, Roma and Traveller (GRT) people are the most disadvantaged of all ethnic groups in society. They are more likely than any other ethnic group to live in poor housing, suffer from poor physical and mental health and to be in prison (EHRC, 2016). Furthermore, they are the group most at risk of failure within the education system (DfE, 2015). Negative media portrayals of GRT fuel racism and discrimination towards these groups in which they continue to be demonised. There is an urgent need for concerted action to address GRT marginalisation in order that GRT pupils can fulfil their potential and that schools deliver an education for the many, rather than the few. Research demonstrates that, in order to successfully address issues of exclusion and marginalisation, policy making must ensure that social justice is at the heart of its agenda. We suggest such an approach that includes ring fenced funding for Traveller Education Services (who provide significant support for GRT families), educational support for families whilst travelling (virtual or otherwise), schools to meet specific attainment targets for GRT pupils, and an inclusive curriculum that caters for the needs of GRT communities. Specific targeted support for GRT children and young people will enable them to make successful transitions into further and higher education and have equal access to the labour market and social mobility.

2. Authorship

The Centre for Research in Race & Education (CRRE) at the University of Birmingham is

England’s only university-based research centre whose core mission focuses on combating

racism in education. This evidence submission is led by Professor Kalwant Bhopal whose research into the education of GRT children is recognized internationally.

3. Definitions and context

Gypsy, Roma and Traveller (GRT) groups in the UK include individuals who identify as Irish, English, Scottish and Welsh Travellers as well as Romany Gypsies, Bargees (living on barges or boats) and Travelling Showmen (fairground and Circus families). GRT groups are recognised as an ethnic groups under The Equality Act (2010) and are protected against discrimination under the Act. The Equality Act (2010) includes a Public Sector Equality Duty (PSED) whereby public bodies such as schools are required to work towards eliminating discrimination and advance equality of opportunity for individuals who have a ‘protected characteristic’ such as race. In 2011, for the first time the census included a question for the ethnic group Gypsy or Irish Traveller. According to the census, a total of 58,000 individuals identified themselves as Gypsy or Irish Traveller (which was 0.1% of the population of England and Wales).

4. Experiences of GRT in society

There is a plethora of evidence to suggest that GRT groups remain one of the most disadvantaged and marginalised ethnic groups (Bhopal and Myers, 2016).  According to the Department for Communities and Local Government (DCLG) in January 2016, there were a total of 21,306 caravan sites in England of which 7,046 (33%) were on socially rented sites, 11,454 (54%) on privately rented sites and 13% on unauthorised sites (DCLG, 2016). The lack of authorised sites makes it difficult for families to settle in one place for long periods of time, leaving them with no choice but to move from one unauthorised site to another. The United Nations Human Rights Council (UNHRC) (2013) has argued that lack of adequate accommodation is a critical issue for GRT groups in England and can have devastating effects on the lives of individuals in terms of health, poverty and access to education and employment. In 2011, the Committee on the Elimination of Racial Discrimination (CERD) highlighted the importance of providing adequate accommodation to meet the needs of Gypsy and Traveller groups in England (including transit sites) (CERD, 2011).

GRT groups are also likely to suffer poor health compared to other ethnic groups, and have poorer access to health care and primary care (ONS, 2014). They are also more likely to suffer poorer mental health compared to other ethnic groups. The EHRC notes, ‘A progress report by the Department of Communities and Local Government in 2012 noted the problems experienced by Gypsies and Travellers compared with the general population; lower life expectancy, high infant mortality rates, high maternal mortality rates, low child immunisation levels, higher prevalence of anxiety and depression, chronic cough or bronchitis (even after smoking is taken into account), asthma, chest pain and diabetes’ (EHRC 2016: 33).

GRT groups also have poor access to GPs and primary care and are less likely to be registered with a GP and report discrimination when accessing health care (EHRC, 2016). Many GRT groups are not registered with a GP and report a lack of cultural awareness among the settled community, being seen as ‘problematic’ patients as reasons for their experiences with health care professionals (RCGP, 2013).

The numbers of GRT in prisons is high compared to their representation in the general population. In 2013/14, 4% of this group were in prison compared to 0.1% in the 2011 census population (HMIP, 2014). GRT groups in prison also report being unsafe, victims of violence, bullying and racism and are more likely to be at risk of suicide compared to other groups (EHRC, 2016).

GRT groups are less likely to occupy senior decision making roles in the labour market (such as in the police service, law and the judiciary). The EHRC state, ‘In Britain, only two councillors are known to have a Gypsy or Traveller background’ (2016: 49). Negative images of GRT are perpetrated by the bias, racist and negative stereotyping of these groups in the media.

5. Media portrayals of GRT groups

The evidence above suggests that GRT groups remain one of the most disadvantaged groups in the UK. CERD and the UN High Commissioner for Human Rights have expressed concern about the negative media portrayal of Gypsies and Travellers, as there is evidence to suggest that the overt racism frequently experienced by Gypsy and Travellers is fuelled by negative media representations of GRT groups (Travis and Malik, 2013). Media images are often based on tales of Gypsies and Travellers as being dirty, thieves, aggressive, violent and untrusting, or having lavish lifestyles which are distasteful and ostentatious. Media coverage and programmes, such as ‘My Big Fat Gypsy Wedding’, often portray overtly racist, negative stereotypes of Gypsies and Travellers. GRT communities believe that such coverage increases levels of racism and prejudice towards Gypsy and Traveller groups in the UK.  

6. Education

The education system is vitally important; it can provide a means to challenge low expectations and support social mobility but, in many cases, provision is inadequate and GRT children are badly served. GRT groups remain the most disadvantaged ethnic group in all levels of their educational experiences (reference previous working class enquiry here). They have the lowest level of educational attainment of any other ethnic group. In their early years, they are less likely to develop as well as other children, which has a significant impact on future development (Bhopal, 2011). 

In terms of GCSE performance, Figure 1 shows that Chinese students are the highest performing ethnic group, black pupils and those from Asian backgrounds are performing above the national average. Indian pupils are performing well above the national average and Gypsy/Roma pupils are performing the worst. A total of 72.9% of pupils from an Indian background achieved at least 5 A*-C GCSEs (or equivalent) grades including English and maths. This is16.3 percentage points above the national average (56.6%). In comparison, only 8.2% of Gypsy/Roma achieved at least 5 A*-C GCSEs or equivalent grades including English and maths, well below the national average (56.6%) (DfE, 2015).

Despite these extremely worrying figures, the low attainment of GRT pupils is rarely highlighted in media stories about educational under-achievement. Even if we focus solely on children in receipt of free school meals, for example, GRT children perform significantly below the level attained by their ‘White working class’ peers and yet they are ignored by the frequent media attention and headlines that surround FSM children (Gillborn, 2015).

Figure 1: Percentage of pupils achieving 5+ A*- C GCSEs (or equivalent) grades including English and mathematics England, 2013/14

Source: DfE 2015. Key stage 4 attainment data, 2013/14.

Gypsy, Roma and Traveller children have also high rates of permanent and fixed term exclusions compared to other groups, which is also the case for Black Caribbean and mixed/white ethnic groups (Bhopal and Myers, 2015). Gypsy and Traveller groups are also significantly less likely to make the transition into higher education and have the lowest levels of economic activity in England and Wales compared to other ethnic groups (47% compared with 63% for all of England and Wales) (DfE, 2015).

7. Funding

The Ethnic Minority Achievement Grant (EMAG) was administered from the Standards Fund by the DfES in 1999 to replace Section 11 grants made to Local Authorities. The grant was set up to meet the needs of minority ethnic pupils, including those who had English as an additional language. The grant was used to support improvements in the standards of achievement for those from different minority ethnic groups, particularly groups who were at greater risk of under-achievement. The funding of Traveller Education Services fell under EMAG. In 2010, the funding that was ring-fenced for EMAG in England was £204 million, but in 2011, the EMAG was abandoned as a specific individual grant to address the under- achievement of minority ethnic pupils. At the same time overall funding for EMAG was severely reduced and the resources that were previously under the EMAG remit, were dissolved into the general schools budget.

The Traveller Education Service, previously funded under EMAG, has been a very important service for Gypsy and Traveller families. Many Gypsy and Traveller families have relied heavily on the support of the Traveller Education Service, often seeing them as the link between their communities and the school, and sometimes providing isolated Gypsy and Traveller families with a lifeline to other families and communities. The Traveller Education Service works to support the needs of families who are either permanently resident or nomadic and to facilitate and support GRT pupils in their school experience. A key function of the service has been to raise awareness of GRT culture within schools to foster an inclusive ethos and to support GRT parents in helping them raise the attendance and achievement of their children. They also contribute to in-service training to break down stereotypes and to share good practice regarding the teaching and support of GRT pupils and communities. Many schools use the service to provide teaching materials and resources which can support the inclusion of GRT pupils. There is evidence to suggest that Gypsy and Traveller communities highly value the Traveller Education Service as an important support that affects how they communicate with schools and whether they decide to send their children to school (Bhopal et al, 2000; Bhopal and Myers, 2016).

Unfortunately, funding for Traveller Education Services is at the discretion of the local education authority and there is recent evidence to suggest that approximately one third of local authorities have no identified support for Gypsy and Traveller pupils and their families (NUT Survey 2010 online). Even where the service does exist there have been severe cuts in staff numbers and some Traveller Education Service workers have had their roles restricted or been moved to other areas. As funding has shifted to the pupil premium, local authorities can decide how to spend their money, as a result the lack of funding to provide support for GRT pupils has either fallen dramatically or does not exist at all.

8. School attendance

Under the Education Act (1996) it is the responsibility of parents to ensure their children receive a suitable and efficient education (at school or otherwise, such as home education). If parents do not provide schools with a valid reason for non-attendance, schools can provide parents with a parenting order, an education supervision order, a school attendance order or a fine (penalty notice). Gypsy and Traveller children are exempt from these enforcements if they can prove that they are engaged in a business that means they have to travel; the child has attended regularly whilst the family has been engaged in the business and the child has attended for at least 200 half days during the previous school year (DCSF, 2008: 4). However, there is evidence to suggest that despite this exception, some GRT parents are still reluctant to send their children to school (Bhopal and Myers, forthcoming 2017).

9. School experiences

All schools are expected to have anti-racist and anti-bullying policies in place, however, the mere presence of these policies does not suggest that the rights of some groups – such as Gypsies and Travellers – are protected, particularly in relation to the obligation of schools to foster and promote social inclusion and social justice for the education of all children (Bhopal and Myers, 2015). Many Gypsy and Traveller parents are often afraid to make complaints for fear of not being taken seriously and when their children do experience name calling in schools, this is often unrecognised by teachers. In many cases, when parents have complained about bullying and racism, schools often fail to use anti-bullying and anti-racism policies and procedures to respond to or investigate such incidents (Myers and Bhopal, 2015). 

10. Ways Forward: The Role of Government

1. The evidence suggests that GRT groups remain the most marginalised of all ethnic groups in their educational experiences. A recognition of the support that is needed for GRT groups must be acknowledged in providing continued financial support for Traveller Education Services in England. The services have been recognised by the European Commission as being a model of good practice for the support of GRT groups. Government policy making should recognise this and closely monitor the impact of financial restraint on Traveller Education Services to ensure that funding is ring fenced for the most vulnerable ethnic group to ensure their access to educational support.

2. GRT pupils continue to experience racism, exclusion and bullying in schools and when parents complain these issues are often not dealt with effectively. Consequently, parents are less likely to want to send their children to school. Ensuring schools have clear guidelines for addressing racism and bullying must be implemented and included in the revised OFSTED framework. If parents feel their complaints are taken seriously, they are more likely to want to send their children to school.

3. Non-attendance has been identified as a key factor for GRT groups which contributes to their negative school experiences (as outlined above). Policy must ensure that schools provide support for GRT groups who may be travelling (virtual or otherwise) to ensure continuity of learning takes place. In circumstances where GRT pupils are not travelling, schools in conjunction with the Traveller Education Service can examine specific support required for families to enable them to send their children to school. Local authorities, schools and the Traveller Education Service must work together to ensure that they are supporting GRT families to send their children to school. 

4. The evidence outlined above suggests that GRT groups are not meeting their full potential. In order to meet this obligation, the government should think about setting specific targets (at KS3 and KS4) to improve the educational achievement of GRT groups.

5. Schools are failing to include GRT children as full citizens in schools. Policy making in schools which promotes citizenship, inclusion and equity does not achieve its aims for GRT communities. Government policy making must consider how an inclusive curriculum which fosters inclusion and diversity can meet the needs of GRT groups in their aims to deliver an education that values social justice and equity.

January 2017

References

Bhopal, K et al (2000) Working Towards Inclusive Education: Aspects of Good Practice for Gypsy Traveller Pupils. Research Report RR238, London: Department for Education and Employment.

Bhopal, K. (2011) ‘What about us’? Gypsies, Travellers and White Racism in Secondary Schools in England. International Studies in the Sociology of Education 21, 4: 315-329.