Toolkit home / Managing Transitions

• Identify a staff member who will have responsibility for pupils from GRT communities and can act as a family liaison. Create a contact card with this person’s name, image and contact details to share with families or have a face-to-face meeting with the family and staff member.  
• Contact your Traveller Education Service to support the transitions process. They can help broker relationships and support the practical and relational aspects of the process. Use the STEP interactive map to find your local contact. 
• Ask families how they would like to stay in touch. Parents may prefer communication that does not rely on literacy such as phone calls. Be aware that parents might not have an email address.  
• Ensure that GRT families understand that they can choose different levels of participation and attendance. 
• Engage in knowledge exchange where both staff and family members have any questions answered about Traveller culture and school culture. 
• Ask questions about nomadic culture to build understanding about needs and expectations including language and self-identifying. 
• Use visual images to support dialogue or signposting throughout the school. For example, snacks might be illustrated in the dining hall in case children are unfamiliar with the choices or have different words for them.   
• Flexible timetables are arranged with families and offer phased entry into school at any stage (e.g. one day per week or a few hours per day)    

Engage in discussion with families about the curriculum while being mindful of cultural values and potential sensitive curricular areas.  Use the STEP HWB case study to learn about cultural preferences around the RSHP curriculum

Use the STEP Digital Rapid Assessment Guide (DRAG) to conduct quick and culturally relevant initial assessments to gather accurate information on pupil’s academic level, support needs, and educational history. 

Centre and value the children’s nomadic cultural practices, knowledge and skills through culturally sustaining pedagogy.

Engage in sensitive discussion with parents about levels of adult support for learning in the home including access to digital technology for learning at home as well as adult support. Identify strategies to support low literacy and digital poverty at home

Provide options of numerous in-person visits to the school or setting prior to arrival so that families can familiarise themselves with learning environment. GRT Families may find it useful to see virtual tour of the school prior to visiting it in person. 

Ensure pupils and families can see their culture represented and celebrated in the school building, in the resources and within the staff or volunteers. First impressions can have a big impact on the family’s sustained engagement in education.

Explain school routines, information and structure of the day to the child and family in simple and accessible ways. The child may be the first generation to attend school. This means that participation in school life can be unfamiliar to both parents and children. Be mindful of expectations which may be new or challenging such as sitting for long periods, timetables, the school bell, or concepts such as ‘homework’. 

Reach out through links in the community, partner organisations or other families with children who are enrolled in the school to identify young children not in ELC. Health visitors can play a key role in making initial contact with GRT families at this stage.  

Make initial contact through initiatives such as the STEP starter sack programme. This can act as catalyst for building relationships and trust. This can also act as a stepping stone to family understanding of what formal early education may look like through sack distribution and informal family stay and play sessions.  

Talk to parents and guardians about the benefits of ELC settings and play-based pedagogy for young children learning. Be aware that parents from GRT communities may value family-based learning and care at this phase more than education provided by external settings. Be aware that play may not be viewed as a vehicle for learning.     

Organise informal social gatherings within the setting and in the playground to engage families and build trust between staff and parents.

Reach out to known families in the nursery or local area to begin to build trust, relationships and information sharing about primary school.

Organise informal events to engage GRT parents and provide a safe space to share concerns about formal education.

Involve families in discussions about the transitions process as early as possible. GRT parents may know as early as P3 or P4 that their children will not go to secondary school.  Engage GRT parents/carers and children in meaningful conversations about learning, job and career aspirations from primary 4 or 5. Share information at this stage about secondary school. Identify and dispel myths or misinformation about secondary school.  

Inform GRT parents about the local authorities’ level of responsibility if families are considering home education during or post-primary. Explain the benefits of staying enrolled in school. Identify what measures can be put in place to provide an education offer that suits the child and family to keep the child enrolled in the school. 

Provide information on the flexible options offered in post-primary education including modern apprenticeships, youth awards, flexible timetabling at secondary.   

Identify a member of staff in the secondary school who will have responsibility for pupils from GRT communities and act as the family liaison. Organise face-to-face meetings between the families and the key contact to begin the process of relationship building, trust and information sharing with the young person and their family.   

Involve families in discussions about the transitions process as early as possible. Engage GRT parents/carers and young people in meaningful conversations about learning, job and career aspirations. Share information about wider achievement and awards in secondary school. 

Provide information on vocational qualifications and awards available at secondary stage such as modern apprenticeships, youth awards, flexible timetables, opportunities to engage with college.    

Offer flexible options for working while attending secondary education as GRT families may feel that attending full-time education provides no time for young people to contribute to the family economically. This can mitigate against non-transitions and complete removal from the education system during S1/S2. 

Explain the routines and structure of the school day to families and young people ensuring understanding. The young person may be the first generation to attend high school and find it daunting.  

Engage pupils in conversations about job and career aspirations early so that pupils and families can see how their learning links to career plans. Create safe spaces for pupils to share concerns or tensions about family expectations or cultural traditions and their own preferred pathways or destinations.     

Share your high aspirations for their futures and what they can achieve.

Provide information on the learning and career development options offered in post-secondary education and training including modern apprenticeships, youth awards, flexible time-tabling in college, access courses etc. 

Contact your Community Learning and Development teams or local authority outreach services to get advice and support for young Gypsy/Travellers who may have left formal education at the end of P7 and are now seeking access to education and qualifications around age 14 or 15.