Gypsies and Travellers Wales PROSPER

WORKING TOGETHER FOR A BETTER FUTURE

Enabling access to adult learning for Gypsy, Roma and Traveller communities

A TOOLKIT FOR PRACTITIONERS IN WALES> Enabling access to adult learning for Gypsy, Roma and Traveller communities

A TOOLKIT FOR PRACTITIONERS IN WALES

“For too long Gypsy, Roma and Traveller communities have been excluded or struggled to feel included in education opportunities at all levels. Lack of awareness, flexibility, support and relevance have contributed to the barriers potential students from the ‘GRT’ community face whether at school, in further, higher or adult education.

Many of the young people and the adults Travelling Ahead works with aspire to furthering their opportunities and learning both academic and vocational, yet face ignorance and sometimes prejudice which may make them feel education ‘is not for me’. Working alongside communities to find practical and positive ways to provide support and structure to encourage take up, or a return to educational opportunities in the right way and at the right pace is crucial. As one young person said on visiting a university campus for the first time -‘I want a slice of this!’

It’s time for equality of opportunity to really mean something for Gypsy, Roma and Traveller communities and for educational institutions to make the changes that are needed to ensure this happens.

Trudy Aspinwall Team Manager Travelling Ahead: Gypsy, Roma and Traveller Advice & Advocacy Service

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“It’s completely changed my life, “With each course, my confidence I was living on the dole with no grew. Although it job and now I’m looking at jobs had taken twenty that I’d never have dreamed of.” something years for me to realise that I wasn’t stupid, Shelley Arthur at last I thought I Learner Experience can maybe do the same things as other people.”

“One thing I’m learning very quickly is that trust is a big factor; and trust is earned. You

can’t expect people to respond Leeanne Morgan positively to a brand-new project Learner Experience straight away. Just six months in, I know I need to be consistent in my approach and that it’s all about engagement; getting to know the communities, getting to Gareth Thomas, know the families, listening and Gypsies and Travellers Wales, trying to deliver just what people PROSPER Project. want.” www.learningandwork.wales 3 Enabling access to adult learning for Gypsy, Roma and Traveller communities

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INTRODUCTION

This resource has been developed by Learning and Work Institute (L&W), in partnership with the Welsh Government and in response to the Welsh Government Enabling Gypsies, Roma and Travellers Action Plan.

L&W is a campaigning, policy and research organisation dedicated to lifelong learning, full employment and inclusion in Wales and the UK. We bring together 90 years of combined history and heritage from ‘National Institute of Adult Continuing Education’ and ‘Centre for Economic and Social Inclusion’. We want everyone to realise their potential in learning, work and throughout their life.

The purpose of this resource is from across Wales and further to enable schools and post-16 afield. There are links to video, learning providers to reflect audio and written case study on their engagement with the material to illustrate how Gypsy, Roma and Traveller projects and organisations are communities and to support delivering effective learning better planning for more opportunities. effective inclusion and access to learning opportunities. This toolkit is a starting point for further conversations, This resource has been partnership work and action developed through to improve the level of discussions with learners engagement, understanding from Gypsy, Roma and and success of Gypsies, Traveller communities and Roma and Travellers in adult organisations which support learning. them. Information and case studies have been sourced

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“Though each of these communities is very different, they often experience similar difficulties in accessing public services and experience similar poor outcomes … Language, cultural and geographic differences will often mean that the support required by each community will vary.”

Enabling Gypsies, Roma and Travellers, Welsh Government Action Plan.

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THE CHALLENGES

9 OUT OF 10 GRT PUPILS LEAVE SCHOOL WITHOUT FIVE GOOD GCSES

“9 out of 10 GRT pupils leave school without five good GCSEs: Fewer than 10% of Gypsy/Roma pupils and fewer than 20% of Irish Traveller pupils achieve 5 GCSEs graded A*- C, compared to approximately 60% of all pupils nationally.” 10 TIMES LESS Source - Kings College Report 2017 LIKELY TO GO TO UNIVERSITY

“Gypsy, Roma and Traveller (GRT) are ten times less likely to go to university: “Educational attendance and attainment 3-4% of Gypsies, Roma and Travellers aged 18-30 rates remain lower than for other groups, accessed Higher Education health outcomes are poorer, unemployment in 2014, compared to 43% is higher than for the general population of 18-30 year olds in the and discrimination still regularly occurs. national population.” Further work is necessary to ensure we Source - Kings College maintain progress towards equality for Report 2017 these groups.”

Introduction - Enabling Gypsies Roma and Travellers 2018

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DISCRIMINATION HALF OF BRITISH PEOPLE QUARTER “Discrimination - Half of British people admitted having an ‘unfavourable view’ of ACHIEVE Roma people in a 2014 survey.” A GOOD Source - Kings College Report 2017 LEVEL OF DEVELOPMENT

“Even at the end of reception year, only a ” There is still a very long way to quarter of Gypsy and Roma pupils achieve go to ensure that people from “a good level of these communities can access development” compared to more than two-thirds of opportunities and services on an pupils overall.”

equal basis with everyone else, free Source - Kings College of discrimination.” Report 2017

Julie James, AM Foreword of Enabling Gypsies, Roma and Travellers 2018

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WELSH GOVERNMENT POLICY

The Welsh Government’s Enabling Gypsies Roma and Travellers VISION Plan 2018 replaces the Travelling to a Better Future Framework for Action and Delivery Plan 2011 and remains the UK’s only Adult Learning in Wales, the dedicated strategy seeking to improve outcomes for Gypsies, 2017 Welsh Government Roma and Travellers. policy document states:

The report provides a clear action plan to support Gypsy, “A Wales where learning is at Roma and Traveller communities around key policy areas such the core of all we do; where as housing, health and education, employment, advice and participation in learning is advocacy, information sharing and community networks. The encouraged and rewarded; plan aligns with other key policy and laws including: Prosperity and where people have equal for All: The National Strategy, Taking Wales Forward 2017, opportunities to gain the skills Equality Act 2010 and the Wellbeing of Future Generations for life and work that they (Wales) Act 2015. need to prosper”

WATCH READ MORE

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“Adult Learning supports the development of skills, improves health and wellbeing and is a catalyst for social engagement and integration. Skills are vital to our economy and we want to support adults to gain the skills they need to find employment; or to progress onto further learning. We want to ensure every person in Wales has access to good basic skills to help them to survive and thrive in our communities. Adult Learning has benefits much broader than skills. We want to encourage all adults to enjoy learning. The value of Adult Learning lies in its potential to reach individuals ‘close to home’, particularly those who might not otherwise engage in learning. We will focus our public resources on helping those who are in greatest need of our help; to ensure that everyone can access opportunities to learn and to progress. We believe that this is an important and worthwhile investment in individuals and communities.”

READ

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“Many schools utilise their Pupil Development Grant (PDG) funding to open Wales Adult Learning up their classrooms to parents and carers Policy 2017 during or after school hours to encourage them to learn. We will continue to work with schools to engage with Adult Learning providers, and to utilise programmes such as the PDG, to deliver provision that impacts positively on both adults and children. We will support the provision of softer engagement activity as a means of attracting learners who might otherwise hesitate to get involved.”

Studies show that parental involvement in school is more than four times as important as socio-economic class in influencing the academic performance of young people aged 16

Family Learning Works, The Inquiry into Family Learning in England and Wales – NIACE 2013

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CASE STUDIES

PRACTITIONER ORGANISATION GARETH REFLECTS ON HIS PROSPER EXPERIENCES AS A PRACTITIONER PROJECT LAUNCHED Gareth Thomas, Gypsies IN 2017 and Travellers Wales, Employment and Skills Officer.Gypsies and Gypsies and Travellers Travellers Wales have Wales started working developed PROSPER, a 5 with Gypsy, Roma and year Big Lottery funded Traveller communities project assisting Gypsies and in Cardiff in 1981. In Travellers to gain the skills 2017 they launched an and confidence needed Employment and Skills to enter employment and Support Project, PROSPER. further learning. Here’s an overview of the project and its impact to Gareth reflects on his READ MORE date. experiences as a practitioner and his advice for successfully engaging and working with people from Gypsy, Roma and Traveller communities.

“One thing I’m learning very quickly is that trust is a big factor and trust is earned.” READ MORE Gareth Thomas, Gypsies and Travellers Wales, Employment and Skills Officer. WATCH

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“I went to LEARNER EXPERIENCE school up until LEEANNE’S JOURNEY TO ACHIEVING HER FOUNDATION DEGREE my GCSEs which back then in Leeanne shares her the 80s and 90s learning experience, from community links to wasn’t something successfully completing that a Gypsy child her foundation degree. would do”.

Leeanne Morgan

ORGANISATION ENGAGEMENT AND TRAINING SUPPORT

Dynamix is a co-operative that offers engagement, READ MORE facilitation and training support to community groups. Here’s a summary of a Welsh Government funded project working with Gypsy, Roma and Traveller communities from 2014-17

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CASE STUDIES

LEARNER EXPERIENCE ORGANISATION ROSE PROBERT MONKTON FROM GCSE ENGLISH TO DEGREE SCHOOL IS A COMMUNITY HUB Inspire! Award Winner, Monkton Priory school Rose shares her learning has used its Pupil journey Development Grant to engage parents and the wider community READ MORE

WATCH

ORGANISATION YOUTH FORUMS TO RAISE READ MORE CONFIDENCE AND ASPIRATIONS WATCH First Campus are working with Travelling Ahead to support the Gypsy, Roma and Traveller Youth Forums, helping to provide opportunities and raise aspirations.

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ORGANISATION LEARNER EXPERIENCE SHELLEY ARTHUR PARTNERSHIP FROM SCHOOL VOLUNTEER TO WORKING WITH MASTER’S DEGREE THE LOCAL Shelley started her UNIVERSITY adult learning journey PROVIDES by volunteering at her daughter’s school. She’s PROGRESSION now doing her Master’s ROUTES Degree.

University of Wales Trinity St David have been working with Monkton Priory school to deliver their foundation degree in READ MORE the community.

ORGANISATION

RESEARCHING THE BARRIERS TO ACCESSING HIGHER EDUCATION

Sussex University has been researching the barriers and challenges people from GRT communities face in accessing Higher Education in their HEIM project.

WATCH WATCH www.learningandwork.wales 13 Enabling access to adult learning for Gypsy, Roma and Traveller communities LEARNER A TOOLKIT FOR PRACTITIONERS IN WALES> EXPERIENCE GEMMA TURNBULL Wanting to secure a better future for her family, Gemma started looking at learning CASE STUDIES opportunities in her local community and enrolled on a 10-week Humanities taster course.

ORGANISATION READ MORE A STRATEGIC APPROACH TO ENGAGEMENT AND PARTICIPATION WATCH

Trudy Aspinwall, Team Manager at Travelling Ahead provides some pointers for taking a strategic approach to engaging and providing services for Gypsy, Roma and Traveller communities

LEARNER EXPERIENCE MARTIN GALLAGHER A REFLECTION ON THE WIDER BENEFITS OF ADULT LEARNING

Travelling Ahead Engagement Officer, Martin Gallagher, reflects on his experience of learning as an adult and how it has provided him with the skills and confidence to challenge and make change.

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“When I talk about education, it’s not just about going to school or getting a degree like I chose to do. It is about learning about things that matter, equipping yourself with the knowledge you want and need to face the world, and to educate others. My education has given me the knowledge and confidence to help other GRT people to speak up and get our voices heard in front of the people who have ‘power’, or through a different road, challenging laws and legislation, being a part of the Martin Gallagher politics, fighting for equality. Being Learner and Engagement Officer at able to do this is where I felt that Travelling Ahead. having education behind me was worth it.”

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TOP TIPS FOR BEST PRACTICE

Top Tips are drawn from TIP: Link workers - key The quotes below show some interviews and a survey with people who have trust and of the challenges when these adult learning practitioners connection with connections are lost. and learners from across communities Wales. “…Previously we have Link workers who can build provided essential skills TIP: Long term engagement, trust and connections with sessions when various trust and role models in the communities are often a projects have been running. community building block for success. Without a project worker the Good outcomes are often sessions have just ceased Practitioners and learners all as a result of having access to be viable - learners don’t emphasised the importance to an established, although commit etc. “ of long-term engagement often under-resourced, and having role models in the infrastructure and network, community. It takes time to linking with specialist Gypsy, “It has been most successful build up trust and relationships Roma, Traveller organisations when a development worker and to overcome barriers. and contact points in the has been there to work community. In the First closely with the communities This is powerfully illustrated Campus project case study, and support the learners to by the Monkton Priory School they relied on their links with attend lessons.” and the PROSPER project case Travelling Ahead and project studies. workers in the schools to reach the relevant young people. We have worked with “Other Traveller girls were Gypsy, Roma, and Traveller doing the course and said it communities in the past but was really good, so I did it too” the links were lost with some – Shelley Arthur case study. of the link people and the community room was not available so are not currently working with them.

16 www.learningandwork.wales 16 LONG TERM ENGAGEMENT, ROLE MODELS IN THE COMMUNITY, TIP: Partnership working LINK WORKERS We received consistent feedback on the importance of partnership working in order to reach and engage the communities. The PROSPER project demonstrates how this partnership working is essential to bring services into communities like specialist tutors for the 1-2-1 essential skills support. It also highlights the importance of establishing partnerships to help bridge learner engagement with wider services, for example the links with Business Wales.

TIP: Importance of non- Leeanne’s case study shows engagement and learning accredited engagement how her learning journey took programme for parents, carers activities and pathways her from initial engagement and the wider community. progression with the Unity project and Dynamix through to local TIP: Getting the right Monkton Priory and PROSPER community learning and venues case studies demonstrate higher education. the importance of initial Many of the questionnaire engagement opportunities TIP: Schools as a hub for respondents and case aligned to what the adult family learning studies also stressed the community want. This is importance of finding the right also highlighted in Wales’ The Monkton Priory case venues and how challenging Adult Learning Policy 2017 study is an excellent this can be. It was generally which encourages the use example of how the local agreed that having provision in of engagement activity and school can be a hub for the heart of the communities ‘hook’ courses. adult community learning. was really important, but Monkton Priory have used venues weren’t always set up It is also important for their Pupil Development for that. progression pathways to Grant to support a successful be identified for learners, www.learningandwork.wales 17 Enabling access to adult learning for Gypsy, Roma and Traveller communities

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TOP TIPS FOR BEST PRACTICE

TIP: “Need to offer TIP: Flexible and relevant with the community. Shelley’s sessions within the provision directed case study also highlights the community rather than by learners importance of the vocationally expecting them to travel to relevant classroom assistant classes.” We consistently heard from courses, which acted as practitioners about the need a progression route from Some local authority Gypsy, to provide bite-sized, flexible, volunteering to work in her Traveller sites have a vocationally relevant and often local school. community room, but these bespoke provision for learners don’t always have internet in their local community “You need to link to real access, or aren’t open at the settings. work opportunities. It was right times. really good to engage with Successful examples of the course while I was “Another challenge has this include the Driving Test volunteering and working at been running activities and Theory courses being offered the school. The course makes support sessions on the sites. through the PROSPER project you better at your job”. This is something that some and links with Business Wales Learning providers also need community members feel courses which aligns with to be flexible in their delivery strongly about and want. those who are running or and meet learners where they However, one site just isn’t who want to run their own are. Gareth, from the PROSPER set up to do this effectively businesses. These were project explains how a basic at all; there is a kind of porta developed after engagement, skills group course didn’t take cabin there which is very discussion and agreement off, but learners have engaged cold in the winter and doesn’t in 1-2-1 support with a local have IT equipment or a Wi- tutor. Fi connection so trying to do something vital like online job search support or Universal Credit help is practically impossible.” PATHWAYS, TRUST, PROGRESSION ROUTES, NON-ACCREDITED COURSES, SCHOOLS AS HUBS,

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PARTNERSHIP, ENGAGEMENT, VENUES, FLEXIBLE DELIVERY, INVOLVEMENT, LISTEN, CULTURAL AWARENESS TRAINING, PRACTICE SHARE

TIP: Cultural awareness It needs to be ongoing work “A network of interested and training over the long term not a experienced practitioners/ quick fix - there is SO much providers would help.” If you want to develop unrealised potential” services and provision for TIP: Take a strategic Gypsy, Roma and Traveller TIP: Link with other approach to engaging communities then developing practitioners doing similar Gypsy, Roma and knowledge and understanding work Traveller Communities through cultural awareness training is a must. Respondents to our Travelling Ahead emphasised questionnaire and case the importance of Travelling Ahead, Gypsies and studies highlighted a organisations developing Travellers Wales and Romani patchy and fragile level a strategic approach to Arts are involved in delivering learning provision aimed at this work and ensuring that this training in partnership with Gypsy, Roma and Traveller senior staff and policies are members of the communities. communities in Wales. Several aligned to support and enable “Cultural awareness training - practitioners shared the practitioners on the ground. needs to be done at a number value of linking with others of levels with a number of doing similar work and how different groups /services this helps to share on-going and with Gypsy, Roma and practice and support each Traveller communities other. themselves across Wales.

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SIGNPOSTING TO ORGANISATIONS FOR FURTHER SUPPORT AND INFORMATION

Travelling Ahead Travelling Ahead is a Welsh project working with young people and families from Gypsy, Roma and Traveller communities. READ MORE

Gypsies and Travellers Gypsies and Travellers Wales aims to: Wales (Cardiff based) • support Gypsies and Travellers to improve access to suitable accommodation, public services and employment skills. • We are committed to supporting Gypsies and Travellers to voice their needs and concerns, and to encouraging policies and practices which meet these needs. READ MORE Work mostly in the Cardiff area but also more widely across Wales

Reaching Wider The Reaching Wider Programme aims to increase Partnerships higher education participation from targeted groups and communities in Wales by raising educational aspirations and skills, and creating innovative study opportunities and First Campus learning pathways to higher education. (South East Wales) READ MORE

Reaching Wider South West Wales READ MORE

Reaching Wider North and Mid Wales READ MORE

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Romani Arts We are a Gypsy, Roma and Traveller community development organisation at heart. We are led by Gypsies and Travellers, we are about Gypsies and Travellers, we are for Gypsies and Travellers. We believe that the community can be developed to become fully accepted participants in mainstream society while still retaining their distinct culture READ MORE and heritage.

Adult Learning Wales Providers of flexible adult learning provision across Wales.

Adult Learning Partnership The Adult Learning Partnership is a network of providers Wales from local authorities and Further Education Colleges delivering community based adult learning. Delivery is focused on essential skills and ESOL (English for Speakers of Other Languages).

Working Wales Advice and information for learning and skills, employment and careers. READ MORE

Learning and Work An independent policy, research and development Institute Wales organisation dedicated to lifelong learning, full employment and inclusion. We research what works, READ MORE influence policy, develop new ways of thinking, and help implement new approaches. 21 Enabling access to adult learning for Gypsy, Roma and Traveller communities

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YOUR NEXT STEPS...

This toolkit is intended as a starting point to share ideas, what works and highlight some of the issues and barriers. We’d like to continue the conversation.

If you have thoughts, ideas, inspiration then tell us more.

If you have resources to share, examples of practice that works, hints and tips, please leave links and comments.

If you have developed provision or will be reviewing what you are doing to enable better access to adult learning for Gypsy, Roma and Traveller communities please share your plans.

FIND OUT MORE

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READ MORE READ MORE READ MORE

Gypsy and Traveller Travelling Ahead Travellers Times Education: Engaging Families Good Practice in Education: - A Research Report 2014 - Peer Research Project- READ MORE 2014/15 - READ MORE READ MORE Gypsy and Traveller Education: Engaging Families - A Research Report 2014

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THANKS

We would like to say a Staff from big thank you to all the specialist organisations contributors to this Toolkit. who advised on Especially the learners who the structure and shared their stories: content:

Leeanne Morgan Travelling Ahead Trudy Aspinwall Shelley Arthur Gypsies, Travellers Wales Rose Probert Gareth Thomas, Jasmine Jones Martin Gallagher Dynamix Gemma Turnbull Kate McCabe

Our thanks to all community Monkton Primary School members for allowing their Shelley Morris images to be used and for adding their voices to the film University of Wales and written material. Trinity St David Cindy Hunt

First Campus Liz Trigg

Sussex University HEIM project

Practitioners who responded to our questionnaires

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CASE STUDIES

PRACTITIONER Education is not just about maths There are differences, there are and English in this context, it’s about barriers, but we want people to being better equipped to deal with be engaged and involved in this everyday realities and problems. project and to cooperate to solve Gareth Thomas, Take energy/utilities costs for problems they may have. These are example: going online to find out the common aims and we must look at Gypsies and best energy prices is not easy for the similarities, not the differences, in someone who doesn’t have the skills order to break those barriers, achieve Travellers Wales or equipment needed yet getting a and make a difference in people’s fair deal and saving money, these lives. I joined the team at Gypsies and are the things that are important to Travellers Wales to work on their new people. Make the link. project, funded by The Big Lottery, in Key Advice: November 2017. Patience, trial and error and not being despondent are also important 1 Be prepared for disappointments PROSPER, Gypsies and Travellers to me, especially if no-one turns along the way but accept that and Wales’ employability project is up for a course. For example, we keep going. aimed at providing skills for life and started running a driving theory for work for the Gypsies and Traveller sixteen to seventeen-year olds and, 2 Think outside the box. Think of communities in Cardiff. We are sure enough, on week one no-one different ways of coming together. committed to develop literacy and showed up. That was possibly down digital literacy skills and to support to the location of the course (at a 3 Respect one another’s space and people in finding and sustaining local community centre not really take time to build up trust. work and/or self-employment. To be used by the community) so we tried effective these must be led by the it on the Shirenewton site and we’re 4 Being creative and ‘flexible’ is the needs of the Travelling communities. up to 14 learners so far. only way forward.

People tell me that knocking on As the only employee on the project 5 Don’t stick rigidly to preconceived doors to ask people to come and and the only full-time worker in the ideas. do knitting classes won’t work. organisation, I can’t do it on my own. Every person has individual needs The key to success is partnerships 6 Offer help without expecting to which must be taken into account. It and I’m keen to develop as many take the lead. Listen and learn. cannot be a ‘one size fits all’ project. as possible. I’ve been researching Listening to people and delivering and want to implement family what they want is the biggest learning models to support parents opportunity. and children and I’ve also begun contacting and meeting with primary Key contact: One thing I’m learning very quickly and secondary schools in the area Gareth Thomas is that trust is a big factor; and trust to explore the role schools can play Email: [email protected] is earned. You can’t expect people in the community not just as a place to respond positively to a brand new of education but as a vital place to project straight away. Just six months congregate and learn by sharing in I know I need to be consistent in experiences. my approach and that it’s all about engagement; getting to know the communities, getting to know the families, listening and trying to deliver just what people want.

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CASE STUDIES

ORGANISATION that are able to refer and connect self-employment advice) and this learners and participants. The project in turn has helped promote the works with people of all ages from project to learners’ families further Gypsy and Traveller communities developing trust with the community Gypsies and in Cardiff. It works with those living and further engagement. 2019 will on local authority and private sites see ongoing trialling of courses Travellers Wales as well as people living in private around LGV and PCV Driving Theory housing. Test support which is particularly useful for those running small What is working well businesses and needing to drive PROSPER and why? larger vehicles.

Having a consistent presence on the Young people who have successfully What were your objectives? local authority sites has developed engaged with these courses have familiarity between project staff, become advocates for the project Gypsies and Travellers Wales community members and families amongst other community members. acquired five years Big Lottery in turn helping to increase staff funding for an employment and awareness of community members’ “Word of mouth is your skills building project focussed on needs and how the project aims best friend” supporting Gypsies and Travellers and activities can be matched living in the Cardiff area. Gypsies and accordingly. The PROSPER project also offers Travellers Wales PROSPER Project Flexible 1-2-1 tuition for those who started in November 2017 with This is important because some have identified a need to develop one full time staff member who, in community members do not access their literacy and IT skills. Initially addition to designing and delivering opportunities available in the wider developed to be group sessions, all project activities, engages with community e.g. through services when this didn’t take off, the 1-2-1 the community in an outreach such as Council run Hubs or the sessions were introduced and have capacity providing mentoring Job Centre. Taking this approach been much more successful, they support to individuals seeking has improved engagement with the are tailored around individual’s employment or developing the skills project and that in turn has produced needs, respond to the learner’s pace needed for self-employment. positive outcomes for community and respect their privacy. members ranging from participation The project runs weekly activities in family fun days to employing a Partnership working including a job club, basic skills and community member to work on a driving theory lessons on both the youth project. Gypsies and Travellers Wales local authority managed sites and PROSPER project has made links in community locations. The project The Driving Theory lessons have with other organisations that are also supports the organisation’s proved very popular with young already working with the community aims of improving services for people because driving is both and has also acted as a bridge Gypsies and Travellers by developing an important skill for economic for learners to other mainstream and delivering “An Introduction to purposes and a necessity for those organisations. Working with Gypsies and Travellers” living on sites with poor transport training, available to local authority links. Since January 2018 the project Flying Start run a playgroup on staff teams and other professionals. has supported 9 learners to pass the larger Gypsy Traveller site and Who are the learners or participants? their tests. Staff are able to embed IT already have great engagement Gypsies and Travellers Wales and literacy skills into every session. with parents and families. They has been working with the GRT Several learners have continued provide work experience placements community for nearly 40 years and to engage for further support (CV and opportunities for community has a number of ongoing projects design, access to further education, members that the PROSPER project

26 www.learningandwork.wales has been able to link with. This not to make too many assumptions has helped to develop working and spend time getting to know Main challenges relationships and connections and individuals to find out what people they have shared venue space. The will be interested in rather than risk • Balancing the needs for PROSPER project has also linked missing out because of outdated delivering project outcomes learners through Flying Start to stereotypes. to satisfy funders against the accredited Agored Cymru provision. needs to first build trust and The PROSPER project has partnered relationships with communities The project has linked with Adult with the Learning and Work and families which takes time. Learning Wales, who have provided Institute, accessing funding to run materials for learners, currently engagement activities on both sites • It also takes time to build offering an entry level qualification during Adult Learner’s Week in 2018. on Universal Credit and Budgeting. These were very popular with the • It also takes time to build The PROSPER project employs a children on site which in turn was a up relationships with other tutor who is able to provide very great way to engage parents. organisations. flexible support to learners at their own pace. The PROSPER project is What was the impact on the • Running activities and support now starting to look at other units learners/participants? sessions on the sites can be and qualifications as staff develop challenging as they don’t always their understanding of what learning Gypsies and Travellers Wales have have the right equipment or providers can offer and what the been delighted with the success facilities. learners in the community want. of PROSPER to date, it has seen confidence levels rise in individuals • Discrimination and racism from The PROSPER project has also and an increased willingness to the settled community starts in forged good relationships with engage in activities outside of their schools and continues into every Business Wales and learners have GRT communities. element of Gypsy and Traveller attended their introductory business life. start-up courses - “Taking the The impact is that the wider Plunge”. community sees this, and it starts a ripple effect with more community Through working in partnership, members taking part. Key contact: the organisations have been able o Gareth Thomas to reduce the bureaucracy and Email: [email protected] barriers for learners. For example, they have named contact points at “In a support role you’re Business Wales which can help by- dealing with individuals with pass barriers such as online enquiry their own needs, motivation forms. Business Wales have also levels and complex lives so sent role models into the community it’s been about finding a way to work with the project and spoken directly to community members who to fit the project’s aims around want to start businesses. individuals and that means building up relationships Although many think that GRT which requires time, patience communities follow more traditional and flexibility in how we run gender roles, this project has found women wanting to set up their own activities. That this project has businesses and taking up the Driving been funded for 5 years makes Theory Test courses. It is important it less challenging.” BACK TO PAGE www.learningandwork.wales Enabling access to adult learning for Gypsy, Roma and Traveller communities

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CASE STUDIES

LEARNER EXPERIENCE I struggled at secondary school and When funding for that project ran left having barely passed my GCSEs. out, I heard about a degree course, In Wales I did all the usual jobs you but I was very sceptical about my do being a seasonal worker and ability to do it. I retreated and turned Leeanne Morgan then I heard about the Unity Project back to the ten-year-old school girl through Facebook and I thought ‘I’ll again, crying and shaking, thinking I grew up in England on Traveller have a go at that, why not? In for a that teachers wouldn’t give someone sites. My mum didn’t go to school, penny, in for a pound.’ I attended like me their full support and I’d just so she always wanted me to go to the ten sessions of the course and, look like a fool again. school and have what she didn’t although everyone believed I was have. She always said that there was confident, I really wasn’t. You get very But I was determined to carry on nothing worse than receiving a letter good at acting and pretending to and sometime later, the opportunity and thinking, ‘What does it say?’ be someone you are not when you arose to do a Foundation degree have to be. Confidence was there in Inclusive Studies for Teaching I went to school up until my GCSEs on the outside but never on the Assistants with a few of the girls, run which, back then in the 80s and inside. The Dynamix training helped by the University of Wales Trinity 90s, wasn’t something that a Gypsy a lot and lead onto me doing some St David. The Unity Project said child would do. I faced all kinds of training sponsored by the Welsh that one of their staff would do the prejudices from my own community Government. With each course, my course alongside me and support with people saying, ‘Oh look at confidence grew. Although it had me. A couple of other community little school girl’ and mocking me. taken twenty something years for me members were also supposed to In school it was worse from my to realise that I wasn’t stupid, at last follow the degree course at the teachers rather than my peers as I thought I can maybe do the same same time as me but, unfortunately, they’d say ‘Why do you want to things as other people. they felt it wasn’t for them at that learn? You are not going to do time and dropped out. I wasn’t totally anything with your life. You aren’t convinced that I could do it, but I had going to be a doctor, you are just to give it a try. going to clean and have children.’ “I only became Although it felt lonely, I can honestly As a child, back in those days, you interested in say it was the best, yet hardest, thing were taught to look up to your education again I’ve ever done because I’ve got two teachers and even your parents were kids and a husband at home to look scared of the teachers. If somebody about five years ago after too. To complete a Foundation tells you that you’re stupid for long after getting involved degree course, juggle home life enough, then you tend to believe it. and a social life (Well, I didn’t have Their idea of Traveller education was with Pembrokeshire one of those!) is very hard, but I’m to give you pictures of horses and very pleased that projects such as wagons and chickens to colour in. Council’s Unity these are able to reach out and build Project which aimed trust with the Gypsy and Traveller communities. Taking the first step is to enable Gypsies never easy, and trust can be lost by a and Travellers to thoughtless slip of the tongue. access and develop services.“

28 www.learningandwork.wales Additional notes

• The Unity project ran out of funding and is no longer running.

• You can find out more about Dynamix, another organisation that supported Leeanne in a separate case study

Key Advice

1. To succeed you need ambition, to put in the leg work and accept that it’s not going to be easy.

2. Have confidence in yourself and believe that whatever the circumstances, you can do it.

3. Don’t let bullies or prejudice put you off, those people lose, you win.

4. Tutors and courses that are based in the communities themselves have a much better chance of success.

5. Free creché facilities make a huge difference to many women.

6. Work placements have sometimes led onto employment. It has a good knock-on effect.

7. The Education Director of my course said, ‘We’re not here to judge the Gypsy and Traveller community, we’re here to help them get on in life.’ I think that’s great!

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ORGANISATION Partnership working training methods, 100% said they felt exceptionally happy about delivering The project worked with Travelling training and wanted to continue to Ahead, Torfaen Traveller Education be involved in future and 100% said Tackling the Service and the Unity Project to they have had an exceptional level of recruit three groups of Gypsies and say in the design of the course. tensions training Travellers About training the programme Gypsies and Travellers to professionals Dynamix is a community cooperative participate 22 courses were delivered to 329 organisation based in Swansea. professionals in housing, health and It runs bespoke training and 41 people participated in 5 ‘train social services about Understanding consultations that put those involved the trainers’ courses in Cardiff, Gypsies and Travellers. right at the centre of what they do. Pembrokeshire, Torfaen, Swansea, Bridgend, Neath Port Talbot, This was an Equalities and Inclusion Wrexham and Flintshire. They Recommendations project funded by the Welsh included Gypsies and Travellers and Government. The project ran from their support staff. 94% reported that This training course should continue 2014-2017. their confidence to deliver training to be made available to many had improved and 94% said that professional and community groups The aim was to work collaboratively their skills to deliver training had in Wales. Partners organisations with Gypsies and Travellers to improved. should continue to receive support develop an innovative, participative to deliver this training. New course for professionals in housing, The train the trainers courses ran opportunities should be created for social services and health in over four days and participants Gypsies and Travellers to co-deliver understanding & preventing were helped with transport and these courses. discrimination of Gypsies and childcare costs. Key workers from Travellers. partner organisations also attended This model also works with to offer additional support and other groups encouragement. The project was based on Dynamix are using a similar model At the end of the project, the training currently working with Asylum the following principle packs were handed over to Travelling Seekers and Refugees to develop Ahead, who continue to work with training for primary and secondary The best way to tackle discrimination many of the original participants to school staff and pupils. is to enable the people experiencing deliver the training. discrimination to bring about change. It is better to do things with people Key contact: than it is to do things for people. Kate McCabe, Evaluating the train the Projects & Development Officer trainers course Email: [email protected]

Of the Gypsies and Travellers who attended, 100% said it was exceptionally participative and enjoyable, 100% said they had learnt an exceptional amount of new

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LEARNER EXPERIENCE studying during the evenings. My first Through my love of learning I was GCSE was in English, I got a B grade nominated for an Inspire! Award and from then on, I was hooked on which I won in 2016. Since winning learning! this award it has opened many Rose Probert doors to opportunities. I’ve been My next step was a degree in encouraged by many special people Inclusive Studies in Education. throughout my learning journey and I come from a Gypsy Traveller I didn’t think I was capable to I’ve taken the role of encouraging background and although my initial complete such a high qualification, people to go back into further education was a positive one, I did but I did and graduated with 1st education in my community. lack confidence and had to focus on Class Honours. I took a year out and If you are thinking about your next looking after my disabled brother. So, then decided I wanted to specifically steps, I’d recommend looking I left school with low GCSE grades train in Additional Learning Needs, at what is going on in your local and it wasn’t until I was in my mid- as this fits the career path I now community – take a friend if you twenties that I had a second chance have. I completed a Post Graduate are a little apprehensive. Adult at education. I took the opportunity Certificate for Additional Learning learning has a lot to offer. I’m proof of supporting Gypsy Traveller pupils Needs which I passed with that anyone can succeed if you only in a secondary school, all of the staff Distinction. I’ve been working in this believe in yourself. Everybody is in were very supportive and they saw profession for 18 years now and I’ve the same boat, give it ago, because potential in me and encouraged me had the opportunity to progress. who knows where it may lead. to complete a NVQ Level 3 Teaching Assistant qualification. I was pregnant I’m currently working as an Access with my daughter Olivia at the time Learning Manager in a school where of completing the qualification. I’m also Head of House, encouraging 200 plus pupils to succeed under my I guess my opportunities of getting mentoring role. I share this role with back into learning fully took off when a colleague, and I love the work. I joined adult learning classes at Monkton Priory Community School,

“Through my love of learning I was nominated for an Inspire! Award which I won in 2016. Since winning this award it has opened many doors to opportunities.”

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ORGANISATION An Adult Learning co-ordinator was education at the school. This was employed by the school to deliver so successful that students can now Launch – parents and the wider study for a further one year and gain community were asked about the a BA Degree in Inclusive Education. Launch: courses they wanted and considered what local employers were looking Lisa Wilson is a parent who has Monkton Priory for, to enable some of the barriers of accessed the courses, she has eight getting into work to be addressed. As children and is a grandmother to Primary School a result, Site Safety training has been three. She says, “I was approached a key part of the offer – attracting to start a Foundation degree at the Monkton Priory Primary School many men in the community and school. I could not even turn on a has been on a mission to engage giving them access to one of the computer, but I was booked onto a parents and the wider community largest employers in the area. First Steps course and I took another in adult learning for many years course to improve my IT skills. I with outstanding results. The school The project has been focused have not studied since leaving has not stood still but has moved on finding solutions to create school but felt it was time that I did forward, innovating and developing opportunities. One of the main something for myself and to be a provision which has been life barriers to learning for students was positive role model to my children changing for many. child care. Launch now offer a free and grandchildren.” After gaining the crèche with every course, however Foundation degree, Lisa graduated In 2012 Launch Adult Learning was this highlighted a shortage of quality with a BA in 2016. created by Headteacher, Shelley crèche workers available. Rather than Morris, she says, “Our mission let this stop developments, Launch Four-year groups now run in the was to provide adult education in applied to become a learning centre evenings, since 2012, 79 students the community. The project has a which enabled them to write and have gained a Foundation degree, clear purpose – achieving the best deliver accredited courses, tailor 53 students have gained a full BA outcomes, raising attainment and made for the community’s needs. degree, with 18 of these graduates aspirations for children within the Kellie Bellmaine is the co-ordinator identifying as GRT (Gypsy Romany setting and this goes hand in hand of Launch, she said “I gained the Traveller). This innovation means that with providing opportunities for qualifications required to become a the school now has seven Learning learning, skills and qualifications for tutor and wrote an accredited crèche Support Assistants working at the parents.” worker course, which included the school with degrees and at the end safeguarding qualification. We now of 2016 Launch were approached by Accredited courses are available have a pool of qualified crèche UWTSD to offer another part-time and designed to remove barriers workers, and they’ve accessed degree programme in Youth and so that parents and the wider employment not only with us, but Community Work. community can gain the confidence with other partner organisations.” and skills to find employment. “Learning Together is our school The school operates in an A key aim of the Launch offer is motto. The children see that environment where 50% of children around progression for students, education doesn’t finish when are entitled to free school meals, and feedback reflected that this you become an adult, seeing their 40% of children have additional was also something the community parents and other adults studying learning needs, 30% of children are wanted. A significant and hugely sends a powerful message about from the Gypsy, Roma and Traveller successful relationship is with the the importance of learning, and community. University of Wales Trinity St David has a hugely positive impact on (UWTSD). Outreach delivery means the lives of both the child and the that since 2012 students can study adult.” for a Foundation degree in Inclusive BACK TO PAGE 32 www.learningandwork.wales Enabling access to adult learning for Gypsy, Roma and Traveller communities

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ORGANISATION Numbers of participants can vary but How was the project/ they usually get about 12-15 people initiative funded? attend the forums. Mixed funding. Welsh Government First Campus, They also work with a smaller pay Traveling Ahead to run the planning group of 2-4 young people Forums. First Campus provide the Supporting extra bits and staff time through Youth Forums How has it gone? Reaching Wider Funding The young people have enjoyed First Campus have worked with the activities– one person has What have been the key Travelling Ahead since 2015 to gone on to 6th form now and has support the South Wales Regional aspirations to be a teacher. A key outcomes? Youth Forums. The Forums allow worker at school has played a vital • Key workers feedback that young travellers to get together to role in linking to First Campus, and attendance and engagement in talk about current issues that they to organise a tour of the campus and school is improving year on year, face, holding them at University is have a chat about teaching. says that they have made really a subtle way of raising awareness good progress over a long period of the facilities in education on Partnership work is key the doorstep. Young people from of time Newport, Torfaen, Blaenau-Gwent, This project is reliant on key • They are building trust Cardiff and Merthyr have attended. organisations and individuals working in partnership together. The young people organise the • Finding progression routes for Travelling Ahead – are ultimately some of the young people workshops within the Forums responsible for running the forums themselves, First Campus has Local Authority key workers, based contributed in the form of ‘University • Providing a gentle introduction on at school, they engage the students the young people’s terms Life’ talks, campus tours and taster to get involved in the projects. These sessions e.g. Animation. Sessions roles are absolutely crucial as they have included Q&A with Jeff Cuthbert • Data capture – GRT Communities have the trust and relationship with are not an identified priority (Police and Crime Commissioner the young people. for Gwent Police) and John Griffiths group for First Campus. However, (Assembly Member). First Campus will report on First Campus – Host the forums their engagement with GRT in the south east and liaise with This year, they are planning to communities as a ‘hard to reach’ relevant agencies, academics and group within their WIMD40 target. involve Able Radio in Cwmbran, student ambassadors to deliver the and offer the young people programme of activities that the the opportunity to take part in young people request workshops around making jingles Challenges

and broadcasting. Techniquest - have provided Attendance can be varied, and workshop and taster activities Who has been involved? consistency of attendance, different young people engaging each time. There’s been a mixed gender and Winding Snake Animation – have age range from 11-18 year olds, with provided workshop and taster most of the young people being activities around 14 years. Able Radio – are lined up as a future partner to develop community radio sessions 33 www.learningandwork.wales Key recommendations

• You need a softly, softly approach similar to engaging with care experienced young people

• Deliver a good balance of what they want – led by the young people at the pace that’s right for them, they are in control of it.

• We need GTR role models who can share their learning experiences.

• Making learning accessible to them, that they can come back at a later stage

• May not engage or continue to engage at the moment, but we are sowing the seed and hopefully make them realise that they can come back to education at a later stage, when they are adults, and they will have had a positive experience.

Key contact Liz Trigg Email: [email protected]

First Campus is the Reaching Wider Partnership covering South East Wales and is funded by HEFCW.

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ORGANISATION Partnership working is key Impact

In Pembroke the project worked • Confidence closely with Monkton school and Foundation the Launch project which runs adult • Qualifications education classes from the school. and BA Degree They are key in engaging adult • Employment learners and supporting them to Inclusive progress to the Foundation degree. Challenges and successes

Education There is various partnership funding to • Many GRT communities don’t want progress learners to Higher Education. to disclose their backgrounds Learners can then apply for bursaries and loans to support their course fees. • Dependant on community Summary infrastructure, a proper hub for • Between 2011- 2018 – 79 learners learning at Monkton Priory School University of Wales Trinity St David engaged on a Foundation degree was established with funding and (UWTSD) has been delivering creché facilities crucial. a Foundation and BA Degree in • 18 participants from a GTR Inclusive Education in a flexible way in community Key recommendations community settings to widen access for new groups of adult learners. • Of these, 53 went on to study • Building trust takes time, it’s all Offering a progression pathway for BA / 18 from GTR community about personal (not institutional) Adult Community Learning. relationships. • 1 Progressed to PG study The initiative has run from 2011 • Key staff are crucial and act as the offering outreach programmes in • Mostly women of all ages lynch pin in the community. various venues in: Outcomes • It’s all about partnership working • Newtown Employment outcomes • Aberystwyth Key contact: Learners from the GRT communities Cindy Hunt, • Pembroke - Monkton School have gone on to the following Programme Director FD/BA employment: Inclusive Education • Carmarthen Email: [email protected] • Head of Special Needs Unit in • Swansea – St Thomas School Secondary School

• Adult Education Officer

• Coordinator of Priory Project (Monkton School)

• Flying Start (Monkton School)

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CASE STUDIES

LEARNER EXPERIENCE After successfully completing the The Foundation degree was delivered NVQ, she was made aware of the from the local Monkton Priory School Foundation degree in Inclusive in the evenings. It was important to her Education and that it was open to all. that she was able to continue working Shelley Arthur while she was studying. After this, Shelley went along to a taster day she continued with the ‘top up’ to get Shelley is currently studying for held at the school. She describes the full BA Degree, which was also a master’s degree in Equity and meeting Cindy, the programme delivered at the school. Diversity in Society with University Director, and says she was key to her of Wales, Trinity St David. She has signing up for the degree. “She was so Impact of learning on aspirations to continue her studies welcoming, and didn’t come across Shelley’s life with a PhD. as superior at all, and she made everyone feel they could do it. Me and “It’s completely changed my live, I was Raised in Pembroke Dock, her and her Cindy hit it off straight way, that was living on the dole with no job and now brother grew up with her mum, who is key.” I’m looking at jobs that I’d never have from a Traveller background. Shelley dreamed of.” has stayed in the area as an adult Shelley knew some of the other and her 10-year-old daughter goes learners who were also doing the Her daughter who is now ten, has to the local school. Shelley left at 16, course and engaged with Monkton grown up seeing her mum studying with poor GCSE results, she went on school. “Other traveller girls were and Shelley feels really proud to be to college, but left after a few weeks, doing the course too and said it was a role model for her and raising her met her first husband and was married really good, so I did it too.” aspirations for the future. “My daughter at 18 and had a daughter within the has watched me succeed.” first year.

After her relationship broke down, she found herself as a single mother, with low confidence and struggling to live on benefits.

Her opportunity came when she stated volunteering at her daughter’s school. The school (Pembroke Dock Primary) was very welcoming and encouraged parents to get involved. After a while they offered the “My mum left school volunteers to take up their NVQ level 2 which was being delivered at nearby at 11 and struggled all Pembrokeshire College. her life with 3 or 4 jobs, Her NVQ in Supporting Teaching and Learning, then led to her getting a job at the school as a Learning Support she’s really supportive Assistant. and proud of me.”

36 www.learningandwork.wales “Doing the initial degree has given Shelley’s top tips me the confidence to go on to do the Master’s”. The Master’s degree • Understand people’s differences is delivered in Carmarthen on a Saturday and has different tutors but • Link to real work opportunities. is still delivered by Trinity St David. It was really good to engage with the course, while I was Shelley thinks that what made volunteering and working at the the difference for her in taking the school - the course makes you first steps into learning, was being better at your job motivated for her and her daughter and also seeing that others from her • Having others as role models community were also involved.

She has experienced lots of support from her family and community.

“My mum left school at 11 and struggled all her life with 3 or 4 jobs, she’s really supportive and proud of me.” What has helped her along the way Shelley would like to continue her studies and start a PhD after her Master’s degree. She currently works · The thought of the graduation at the end as a Learning Support Assistant within and her daughter seeing her cross the a specialist unit at a mainstream school. She’s passionate about stage working with children with additional needs and would ultimately like to work in an Advisory role across the · The support of her mum and wider family County. members

· A What’s App group – for students and tutor, having really good accessible tutors who understood her

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ORGANISATION Key Recommendations

1. Have an organisation plan for this 5. Consider how inclusive, work and ensure that working representative and welcoming Taking a strategic with Gypsy, Roma Travellers your courses/spaces/publicity are identified as a priority within materials/events/curriculum and approach to appropriate plans course content are for students from Gypsy, Roma and Traveller engaging Gypsy, 2. Allocate resources (time as well communities as any financial resources) and Roma Traveller embed within key staff roles at a 6. Train staff at all levels strategic as well as a practitioner communities level 7. Involve and engage representatives from the 3. Set targets and monitor progress communities within your planning It is important that organisations and monitoring at all stages address the engagement of Gypsy 4. Embed within the organisation’s Roma Traveller communities at a other policies and procedures, for strategic level within their institutions; example review your equalities a commitment to this work and ‘buy- and diversity policies, procedures in’’ from senior managers are crucial if for reporting discrimination, it is going be effective complaints, grievances

Here are the key recommendations from Travelling Ahead where they draw on good practice from their own experience and other work carried out by education providers

“Nothing should be developed for community members without community members”

Key contact: Trudy Aspinwall Email: [email protected]

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CASE STUDIES

LEARNER EXPERIENCE Gemma is also the legal guardian for Gemma’s studies have raised two nieces and a nephew, she says, her aspirations to become a “At first, I worried about how I would primary school teacher. Following cope being a student with so much graduation, she plans to gain GCSEs Gemma Turnbull responsibility but I quickly decided in English and Maths to enable her to that I had come so far and I really apply for a Post Graduate Certificate wanted to make something of myself of Education (PGCE). Her studies Gemma left school at 16 without any and make the children proud of me.” have inspired her and given her the qualifications. Gemma’s grandmother confidence to apply to be a parent was from a traveling community and After successfully completing the governor and she was successfully her mother left school at 14. She had Foundation Certificate, she enrolled elected to this post. a first child at the age of 16 and went on the part-time Humanities onto have a further three children. Degree at the Dept of Adult A film about Gemma’s story is here Continuing Education (DACE) at Wanting to secure a better future for Swansea University. “My studies her family, Gemma started looking have changed my life! I will admit at learning opportunities in her local that being a student and mum has WATCH community and enrolled on a 10- been challenging at times, but it is week Humanities taster course at a not impossible! During my studies, Key contact: primary school in Pembroke Dock, I was diagnosed with dyslexia and Department of Adult Continuing delivered by the Department of dyspraxia and have been able to Education (DACE) Adult Continuing Education (DACE), access a range of support and Swansea University Swansea University. Following this services to assist me during my 01792 602211 course, she decided to enrol on studies.” their 2-year Part-time Foundation Certificate in Humanities, which was also offered at the school.

“At first, I worried about how I would cope being a student with so much responsibility but I quickly decided that I had come so far and I really wanted to make something of myself and make the children proud of me.”

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