Toolkit home / Parental Involvement

• Ensure that all staff know the legislative and statutory frameworks. Provide opportunities for staff to discuss the general principles of family involvement and engagement as they may relate to the Gypsy and Traveller communities https://auth.education.gov.scot/resources/strategic-framework-for-parental-involvement
• Where parental involvement is low, schools can dentify a parent or other community member to act as an initial liaison between the school and families, particularly where groups live on a site near the school. The liaison person will be able to share information and extend invitations.
• Let parents know that their involvement in the school is genuinely needed and valued, and demonstrate the impact of their contribution.   
• Gypsy/Traveller parents are unlikely to be motivated by an ‘open door’ policy. Schools should reach out and be mindful of previous discrimination that may affect their willingness to be involved.  
• Staff should ask how family members want to be involved and explain how their involvement will benefit their children. Also, acknowledge that some families may not wish to be actively involved. Respecting choices and recognising that involvement preferences vary is essential. Participation should feel genuine and voluntary, fostering a positive and respectful relationship between the school and families.
• Provide different ways of getting involved and offer a variety of methods for parents to contribute and share their views and concerns. Be mindful of some parents with low literacy. 
• Discuss the strengths and character of the culture. Discuss parents’ and children’s expectations for future lives, work and employment. By identifying unique skills, experience and knowledge, schools can suggest contributions that align with community interests.  This not only enriches the school community but also instils a sense of value and purpose for parents.  
• Recognise the essential role of parents as partners in shaping the educational journey of their children.  Through collaboration, schools can build a shared understanding and supportive community that actively contributes to the success and well-being of Gypsy/Traveller pupils.    

• Identify Gypsy/Traveller parents’ preferred method of communication between home and school.   
• Ensure that you use communication methods that mitigate against possible barriers such as low digital and traditional literacy.    
• Assign a ‘named person’ in your staff or leadership team to be the key contact for families. This ensures families know who to contact and is more likely to generate strong and trusting relationships.  
• Create informal opportunities to engage in open and sensitive conversations about the differences between school life and home life for Gypsy/Traveller people.   
• Build an understanding of Gypsy/Traveller culture across leadership and staff teams. Misconceptions or stereotypes may lead to inaccurate assumptions about thow parents would like to be involved.    
• Identify local stakeholders such as the local Gypsy/Traveller Liaison Officer (GTLO), TENET, site managers or adult literacy teams who can support the school to address barriers to participation and support family involvement. 

Find ways to involve Gypsy/Traveller parents in decision-making processes related to their children’s education.  Some mabe reluctant to join formal groups initially but informal approaches such as coffee meetings or events to celebrate children’s work will be effective. This not only empowers parents but demonstrates a school’s commitment to inclusion, wellbeing and a shared understanding of the culture.

Ensure that Gypsy/Traveller parents know their rights and entitlements in realtion to their children’s education. STEP produces accessible resources in video formats. As a minority ethnic group Gypsy/Traveller families have specific rights—pay particular attention to flexible learning arrangements, learning when travelling, and attendance.

Involve families in improvement planning. Include actions that explicitly value and celebrate the Gypsy/Traveller culture.  This goes beyond acknowledgement and aims to embed Gypsy/Traveller culture within the ethos of the school community.  Celebrating the rich and diverse school community creates a respectful environment fostering a sense of belonging. Schools can work with STEP to become a Pledge School. 

Develop a shared, collaborative approach to provide meaningful outcomes for Gypsy/Traveller children.  Research has shown that children achieve more positive outcomes when all stakeholders work together.   

The Scottish Schools (Parental Involvement) Act 2006 outlines local authority duties and parent entitlements:

-Parents are entitled to receive information and support to help develop their child’s learning at
home and in the community.
-Early learning and childcare settings and schools must be open to the involvement of parents in
the work they do and they should consider ways of providing information that helps parents
engage with school and their children’s education.
-The Act provides a framework for ensuring that parents have the opportunity to express their views and have these taken into account on: policy matters affecting the education of their children; the school’s arrangements for promoting parental involvement and engagement; and any other matters or issues of interest to parents.
-The Act makes provision for parents to be a member of the Parent Forum at a school and to have their views represented to the school, local authority and others through a representative Parent Council for the school. It also gives them the right to raise their concerns and/or make a complaint. Other ELC settings or schools may have parent committees or associations that will represent the wider parental view.