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Supporting early years practitioners working with Gypsy, Roma and Traveller families

Used here, “Gypsy, Roma and Traveller” means Gypsies, Roma, Irish Travellers, Scottish and Welsh Travellers, Fairground Travellers, Showmen, Circus Travellers, Housed Travellers, New Travellers and Bargee Travellers.

These people are among the most disadvantaged groups in our society, even though Gypsies, Roma and Travellers of Irish Heritage are recognised ethnic groups under the Race Relations (Amendment) Act 2000. Children from these communities are the group most at risk of failure in the education system.

There are many barriers to Gypsy, Roma and Traveller children attending school including lack of awareness, understanding and representation of their culture in settings. 

Watch a video of one family describing their experiences:

All early years education settings run or maintained by the Local Authority have a statutory duty to provide services that are inclusive and equitable for all children.  These principles should be applied to the private, voluntary and independent sector as good practice.

We provide a wide range of resources and activities to help support early years practitioners develop services for Gypsy, Roma and Traveller children and their families.

As well as benefiting Gypsy, Roma and Traveller children, reflecting all cultures in the early years curriculum helps all children feel accepted and valued, and to be more understanding and accepting of difference.

• Learn about Roma across Europe
  Read our list of common questions to help you understand the community

• Join a network, event or training 
  We organise activities to support early years practitioners develop their services for Gypsy, Roma and Traveller children and their families. Find out how you can join us.

• Browse resources and activities
  For practitioners seeking to represent Gypsy, Roma and Traveller culture in a positive way, you can find a list of resources here.

Further information can be found in our Question and Answers document (PDF 62KB).