A key factor of success in all the schools visited relates to the strong leadership quality of the head teacher and the insistence that their school should epitomise an ‘inclusive’ ethos. The ‘inclusive’ nature of the schools’ ethos is reflective of the uniform commitment to Equal Opportunities policies by the head teachers and senior management. ‘ (Bhopal et al 2000:32)
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Leaders and managers have a fundamental role in educational change and improving outcomes for GRT communities (Connolly et al 2017; Wilkin et al 2009). Research demonstrates how school leaders have a significant impact on the social and academic outcomes of learners; second only to classroom teaching (Coelli and Green 2012; Grissom and Loeb 2011; Leithwood et al 2008; Robinson and Gray 2019).
When we consider the strong influence of school leadership on the school ethos, student learning and outcomes, we begin to see how instrumental head teachers are in changing and encouraging positive attitudes towards GRT communities (Bhopal et al 2000) as well as creating a school education that works in sync with a traditionally nomadic culture. Research shows how systems and policy can be at tension with GRT lifestyle, values and traditions (Padfield, 2008; Lloyd and McCluskey 2008; Wilkin et al 2009) and it is fundamentally senior leadership that can implement institutional change to allow for the policy and practice to meet the needs of these families.
Leading for equity and inclusion should be a collaborative process with staff and the community to achieve a sense of belonging and equity for all regardless of personal, cultural and religious differences. Government highlights the importance of a positive ethos in Primary schools for GRT families (Estyn, 2019; 2011). However, developing an inclusive school ethos can be confronting and culturally challenging Sellars 2021:1 [See toolkit section 1]. School leaders and staff may carry with them misunderstandings about GRT communities (Wilkin et al 2009) and be unsympathetic to GRT pupils’ needs. Other studies have also highlighted contradictions between the inclusive policies and values of schools and the practices in which some of the teachers were engaged as well as evidence of teachers having negative and stereotypical attitudes towards GRT pupils and families (Bhopal 2011: 479).
The ways in which policies and guidance relating to educational inclusion are implemented are heavily influenced by school leaders’ beliefs and values about the various forms of inclusion (Kurland, 2019).
‘Whilst there are frequently policies and support documents in place to guide school leaders and their teams, many of the aspirational outcomes expressed in these documents require considerable change in school procedures, perspectives and professional practices to become the lived reality of those interacting with the school community.’ (Sellars 2021: 2).
Schools which are successful and inclusive tend to adopt a holistic approach towards the GRT community which includes school policies, leadership and the clear, observable display of multicultural respect towards GRT and other children (Myers & Bhopal 2009). These leaders implemented good practice within senior management and across the staff team such as encouraging teachers to let siblings visit or stay with each other if in different classrooms (Bhopal et al 2000). Research with GRT communities shows that school leadership, and in particular the HT, must work to raise the expectations and aspirations of parents and families from these communities.
By gaining better understanding, leaders can take more targeted action to mitigate circumstances which might negatively impact effective learning for GRT (Derrington 2015). School leaders are also central to leading on national recommendations to improve education outcomes for GRT such as fostering better cooperation between councils, schools and families (Gov UK 2021)