Gypsy, Roma, Traveller and Showmen Transition from primary to secondary education 

Contents

Background 

Children from Gypsy, Roma, Traveller & Showmen backgrounds have the lowest attainment of all ethnic groups throughout their school years.  

GRT&S parents are more likely than other communities to opt for home education after primary school. This is why additional support for their transition to secondary school is so important. 

  • 20% of Traveller children do not transfer to secondary school at all 
  • Only 50% of those who do transfer remain in school until age 16 
  • There is a 22% drop in pupil numbers between Year 6 and Year 7 
  • Attendance rates are low: 22.9% absence for Traveller of Irish heritage pupils and 18.2% for Gypsy/Roma pupils, compared to the national average of 7.4% 

The Traveller Movement, Barriers to education, 2020 Barriers-in-Education-Report-2020-1.pdf 

Traveller children often face challenges when moving to secondary school, including adapting to a larger, more structured environment and unfamiliar routines. Cultural differences, disrupted education, and experiences of exclusion can make the transition harder. Secondary schools may also be less flexible in meeting their needs, leading to disengagement. Building trust and offering tailored support are key to a successful transition. 

The transition through primary and secondary education is a significant step for children, young people and their families.  These times of change can be challenging and anxiety-provoking, particularly for Traveller families. 

Transition strategies 

A good transition should be focused on preparing the child for life at secondary school and building their confidence. 

Early and personalised transition planning 

  • Start transition discussions early in Year 5 or 6, involving families and tailoring plans to individual needs 
  • Ensure they are on enhanced transition plans list 

Build trust with families 

  • Establish strong relationships with Traveller families through regular, respectful communication and cultural sensitivity 

Designated key adult or mentor 

  • Assign a trusted adult in the secondary school to support the child’s wellbeing and act as a consistent point of contact 

Flexible induction programmes 

  • Offer phased or flexible starts, including shorter days or gradual integration, to ease anxiety and build confidence 

Peer buddy systems 

  • Pair Traveller children with trained peer buddies to help them navigate the new environment and feel included 

Cultural awareness training for staff 

  • Ensure all staff understand Traveller culture and the barriers pupils may face, reducing unconscious bias and promoting inclusion 

Maintain continuity of support 

  • Share key information from primary schools, including successful strategies and trusted relationships, with secondary staff 

Accessible and inclusive curriculum 

  • Adapt teaching approaches to be inclusive of Traveller experiences and learning styles, with practical and visual elements 

Attendance support and monitoring 

  • Work proactively with families to address attendance concerns early, offering support rather than sanctions 

Celebrate identity and achievements 

  • Create opportunities to celebrate Traveller heritage and pupil successes, fostering pride and belonging 

Supporting Traveller parents/carers 

  • Early engagement 
    Begin conversations about transition well before Year 6, involving parents in planning and decision-making. 

  • Culturally sensitive communication 
    Use respectful, jargon-free language and be mindful of cultural values and concerns around secondary education. 
  • Home visits or community-based meetings 
    Offer meetings in familiar settings to build relationships and reduce barriers to engagement. 
  • Clear information sharing 
    Provide simple, visual guides about secondary school routines, expectations, and support available. 
  • Introduce key staff 
    Arrange informal meetings with key secondary staff (e.g. pastoral leads, SENCOs) to build familiarity and trust. 
  • Flexible transition options 
    Discuss phased starts, part-time timetables, or dual registration if appropriate, to ease the transition. 
  • Celebrate strengths and identity 
    Acknowledge and value Traveller culture in school communications and events to foster inclusion. 
  • Consistent support contacts 
    Ensure parents have a named contact they trust, who can help with queries and concerns throughout the transition. 
  • Address practical barriers 
    Support with uniform, transport, or digital access where needed to reduce stress and promote attendance. 
  • Follow-up after transition 
    Maintain regular contact especially in the first term to check in, offer reassurance, and adjust support as needed. 

Further support 

Devon Education Services (DES) strives to ensure the accuracy and currency of the information in this document. If errors are reported, we will correct them promptly. However, DES and its employees are not responsible for any loss, damage, or inconvenience resulting from reliance on this content. 

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