1. What Roma say about the prejudice they endure
“I look more like a Bulgarian, so it’s easier for me to find a job, but when employers discover that I’m a Rom, I’m immediately dismissed.”
“Well, everybody knows that we are Roma. And nobody wants to hire us. I am young. I want to work, but when an employer asks me where I am from, and I say I am from Temelia [Romania], everything stops because everybody knows that Temelia is a Roma place.”
“You know, [in the eyes of others] a Gypsy is always a Gypsy. However well dressed or well educated the Gypsy, there will always be a differences.”

2. Inclusive Practice at Abraham Moss

3. WHERE WHY WHAT Where do Romani people originally come from?
What language do Romani people speak?
Do you know anything about the experiences of Romani people over the past six centuries?
Why have some of the Roma community chosen to move to the UK?
Once moving to the UK, what are the main barriers that they encounter?
10 mins

4. Abraham Moss Community School
We have 1546 pupils in total (including Primary school)
Pupils or their families have come from around 60 different countries.
We have 23 Roma pupils in both, the secondary and primary school.
(Some families still don’t self-ascribe, but we think we’re aware of all our Roma pupils.)
Our Roma pupils are mainly from:
The Czech Republic (10 pupils)
Romania (13 pupils)
They speak Czech, Romanian, Polish, and most also speak Romani.
2 mins

5. Pupils needs on arrival often include:
Needs of Roma pupils on arrival
Very early EAL
Poor or no literacy skills
Very limited or interrupted education
Very poor attendance/punctuality habits
health problems
Low self-esteem
Poverty/poor housing/family support needs
2 mins

6. Ongoing Needs and Barriers to Learning
ROMA AND EDUCATION
School experience: pull-out factors:
exposure to racism and bullying;
social and cultural isolation;
conflict with teachers and peers;
unable to access curriculum;
low teacher expectations;
transport issues and siblings at different schools (Roma families- a large number of children)
caring responsibilities at home: for younger siblings, for adults;
some parents do not want their children to attend school after puberty. (Foster and Norton, 2012).
5 mins

7. Creative teaching methodologies
Celebration of Roma culture during Roma History Month and through expressive arts projects (drama, music); providing role models.
Close links with external agencies providing family support and intervention
Creative teaching methodologies
Induction projects
EAL withdrawal (but not for all)
How we have succeeded in raising the achievement, engagement and confidence of the Roma Pupils
Small group projects for PSHEE
Bilingual support
Drop in help sessions for staff
Highly differentiated work in mainstream lessons (visual, practical)
Links with parents, regular contact and ongoing support
2 mins
Equal expectations of and boundaries regarding attendance and behaviour
Close links with learning support team to help bridge gaps in literacy and numeracy (useful skills for life)
High expectations of academic success. Pupils supported through HWK clubs and after school clubs

8. Creating an inclusive classroom environment
Create a positive and welcoming environment.
Find out about Roma culture and history to inform practice (build on prior learning and experiences).
Creating an inclusive classroom environment
Have a consistent but understanding approach to dealing with behaviour.
Develop a supportive and trusting relationship with pupils.
Use story telling, drama and music as teaching methodologies as well as non verbal creative strategies.
Active learning
5 mins
Highly differentiated work to scaffold reading and writing
Develop good partnerships with support staff.

9. Meeting the Needs of Pupils though the use of Creative Methodologies
Active learning, creative methodologies and storytelling in the classroom tap into skills Roma pupils often excel at.
teacher and class in role
role play
immersive reading
non verbal drama to scaffold language
forum theatre
song writing
contextualised art or music projects

10. Celebrating Roma Culture and Gypsy Roma Traveller History month
We have made an effort to tap into some of the history, strengths and interests of our Roma pupils through creative teaching strategies and extra curricular projects.
We celebrate GRT History month every year in June:
A visit from a Roma Artist
sketching own portraits workshop
Circus skills workshop
Flamenco dancing workshops – Spanish Roma dance
Roma music Journey Project – Romani band
Roma digital art projects
Trip to see Moscow State Circus
Mancunian poet Mike Gary
Performance of a Roma folktale

11. What is the impact of using creative methodologies with Roma pupils?
Pupils become proud of their culture.
Higher aspirations
Higher level of engagement in school
attendance improves
Pupils have opportunities to have their skills and interests valued.
Pupils gain a greater understanding of their culture and history.
Increased confidence and ability to take part in lessons
Pupils develop a sense of a group identity and a support network.