Equality Impact Assessment - Provision of Support to Schools with Traveller Children and Guidelines for the Education of Traveller Children

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Function being assessed:

Provision of educational support by Learning and Children’s services to schools with Traveller Children and Guidelines for the Education of Traveller Children

Is this a new function or a review of an existing function?

Existing function - working in partnership with the local schools to deliver the service to all schools both primary and secondary.

What are the aims/purpose of the function?

To provide support and advice service to schools (pupils and staff), to the local authority and parents.

To support and work to raise the achievement of Traveller children in schools

Ensure access to appropriate, unprejudiced and inclusive education

Raise awareness of Traveller community’s culture, values and needs.

Is the function designed to meet specific needs such as the needs of minority ethnic groups, older people, disabled people etc?

The service provides support for the Traveller children together with supporting schools and parents.

What information has been gathered on this function? (Indicate the type of information gathered e.g. statistics, consultation, and other monitoring information)? Attach a summary or refer to where the evidence can be found.

The Inspection team within Learning & School Effectiveness produces analytical data that informs the directorate on Traveller children progress and achievements. The number of Traveller children within our services are small in number.

The data that The Service currently holds differs from PLASC data due to non ascription by Traveller parents (See Action Plan).

Housing and Supporting People have carried out consultations with the Traveller community and The Service has contributed towards this and we will be looking closely at the outcomes of this.

The meeting of Ethnic Minority Coordinators in Kingston gives us an opportunity to discuss issues relevant to the children.

The Service also contributes to inset training in schools.

Does your analysis of the information show different outcomes for different groups (higher or lower uptake/failure to access/receive a poorer or inferior service)? If yes, indicate which groups and which aspects of the policy or function contribute to inequality?

There is some underachievement with the students from the Traveller communities that we are aware of within our educational establishments both in primary and secondary schools.

Attendance in secondary education is cause for concern as many Traveller children are removed from secondary education by parents. We are constantly working on supporting Travellers as they transfer to secondary school. The work that The Service is doing with the schools, parents and children is beginning to show positive outcomes.  

Are these differences justified (e.g. are there legislative or other constraints)? If they are, explain in what way.

National and local data indicates that there is underachievement within the Traveller community. The Service is aware of this and is working together with the inspectorate, other departments and schools to improve the achievement of Traveller children.

What action needs to be taken as a result of this Equality Impact Assessment to address any detrimental impacts or meet previously unidentified need? Include here any reasonable adjustments for access by disabled people. Include dates by which action will be taken. Attach an action plan if necessary.

Due to the PLASC data having an element of uncertainty, a manual collection of data has been started.

The Service will work together with schools and inspectorate to ensure that data is consistent throughout.

There is joint working with the inspectorate to raise achievement within the Traveller community.

The Service will continue to work with schools and parents and identify any gaps that need to be addressed.

The Service will continue to liaise with schools and EWS on issues of attendance.

When will you evaluate the impact of action taken? Give review dates.

Monitoring: Every 3 months

Achievement: Every quarter when the group meets.

Exclusions: If and when an exclusion occurs

Attendance: If and when attendance becomes erratic.

This will be reviewed annually.

Assessment completed by:

Margarithe Haffner

Youth Inclusion and Participation Service

16 June 2008