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Publication - Consultation Paper

Improving educational outcomes for children and young people from travelling cultures: consultation paper

Published: 21 Feb 2017
Part of:
Education, Equality and rights
ISBN:
9781786527905

Draft guidance for a consultation on supporting children and young people from travelling communities to engage in school education.

57 page PDF

854.4kB

57 page PDF

854.4kB

Contents
Improving educational outcomes for children and young people from travelling cultures: consultation paper
Annex C. Reflection

57 page PDF

854.4kB

Annex C. Reflection

This Annex lists the reflective questions included in Sections 2 and 3 of this guidance. It may be a useful in helping consider the Traveller perspective against the reflective questions set out in HGIOS4.

  • Section 2. Leadership and Management
  • How effective are our processes for involving local families from mobile cultures in the ongoing review of our vision, aims and values?
  • How effective are the links with other agencies and people (eg social work services, local health board, CLD (Community Learning and Development), Traveller Education Network ( TENET)) in engaging and addressing the needs of the Traveller community, including families where children are not at school?
  • How effectively are incidents relating to racial discrimination acted upon to ensure lessons are learnt and prevent future occurrences?
  • Are staff up to date with processes for travelling communities and are our systems regularly reviewed?
  • How effective is our communication with families around expectations?
  • What range of data and information do we use to understand the social, economic and cultural context of the mobile cultures within our local community?
  • How reliable is our evidence of impact on the learning of the pupils?
  • How effective are our planning, recording and information transfer processes for children from mobile communities?
  • How effectively do we use our resources to meet the learning needs of children from mobile cultures and ensure equity?
  • How reliable is our evidence of impact on the learning of the pupils?
  • Do we need to adjust our learning to meet Traveller's needs, and if so, how?

Section 3. Learning Provision

  • To what extent is our school an inclusive learning environment for children and young people from the Traveller community?
  • How well does our curriculum planning meet the needs of the Traveller community?
  • Are there further opportunities for flexibility in the way we provide education which will benefit Travellers?
  • Are there further opportunities to use digital delivery of learning and teaching to reach Traveller pupils?
  • Can technology support better communication and engagement with families?
  • Does the school have effective assessment systems in place to identify the needs of the children and young people from the Traveller community?
  • How effective are our approaches for Traveller children and young people to ensure that there is effective curriculum planning and opportunities for their entitlement to support?
  • How do we know if support is having the desired impact of improving outcomes for children and young people from the Traveller community?
  • In what ways is the family support we provide encouraging young people to learn?
  • How are we ensuring that our provision is responsive to the needs of Traveller families?
  • To what extent do our processes for involving children and families and other agencies ensure effective transitions for Traveller learners?
  • To what extent does our curriculum provide opportunities for support and induction into the next stage of learning?

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