How can early years services improve access and transition into early years settings and primary schools for Gypsy, Roma and Traveller children?

Recent educational policy and guidance directed at early years education has highlighted the need to improve Gypsy, Roma and Traveller children’s access and inclusion within early years provision. This research project explored how interagency working could put such policy and guidance into practice and considered what this work might look like at grassroots level. The research coordinator used the research to pilot a strategy, which if successful, could be rolled out and shared with other services. This research used a mixed-method approach comprising action research and quantitative analysis of questionnaires completed by research practitioners. This methodology was found to be effective as it supported the aims and objectives of the research. It also empowered the researchers and the research participants developing practice. The main findings emerged in four main themes: • Interagency working • Professional development • Training and support • Sustainability of the work. This research found that interagency working was important for professional development as well as delivering effective services. Action research supported practitioners’ professional development and had a very positive impact on their confidence in meeting their duty with regard to equality of opportunity. This confidence had a positive effect on their own and their settings practice as professionals shared their learning with other staff. Training and support was shown to be a very important and effective way to raise awareness of Gypsy, Roma and Traveller children’s barriers to early years education but also to enable practitioners to feel confident to address such barriers in their settings. The model of practice developed by this research is both sustainable and cost-effective and as the research coordinator I would be keen to explore further research opportunities to disseminate this model further

'Assessment for learning in higher education' by Kay Sambell, Liz McDowell and Catherine Montgomery : review

Book reviewReview of 'Assessment for learning in higher education' by Kay Sambell, Liz McDowell and Catherine Montgomery. Routledge, 2013

The complexities of teaching 'inclusion' in higher education

This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning

How can integrated working be improved to aid secondary transfer rates for Traveller children? (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/023)

This research question arose though the lead practitioner’s professional practice, which is focused upon the transfer and retention of Traveller children from primary to secondary school. The research project involved two contrasting areas of Cambridgeshire; rural south Cambridgeshire and urban Cambridge City. These areas have the lowest numbers of Traveller children transferring and staying on at secondary school in the county. The aim of this research project was to explore how integrated working could improve secondary transition rates for Traveller children in two specific areas of Cambridgeshire. The project invited a variety of professionals who were involved in transition work in Cambridge City and South Cambridgeshire to become involved in the project. Three of these professionals were then engaged to carry out the research and came together only at group meetings. The professionals worked separately on their own chosen research areas for their contribution to the research. There were 12 professionals and 36 children and young people involved in the research; these included four teaching assistants one transition co-ordinator two teachers four transition social workers one transition worker 36 pupils. A literature review was completed, which along with data from the first interviews, provided the thematic analysis and contextualization of themes. The research also used ethnographic case studies to observe the characteristics, developments and findings of the different groups involved. Data was initially analysed per professional, and then compared for overall similarities and recommendations. There were then final interviews with professionals. Findings include: • Work with Traveller parents was paramount to changing the current trend of low transition and retention. • Work needs to pay particular attention to the transition of female Traveller students and the retention of male Traveller students. • Home–school relationships and community cohesion strategies need to be strengthened and secondary schools need to adopt a proactive approach towards this. • A professionally integrated, co-ordinated approach that recognizes the need for extra input for Travellers’ transition and retention is essential. The research project therefore enabled a more informed approach to professionals’ transition work. They had a clearer understanding of the issues involved and ideas about how these might be tackled. Integrated working was found to be very informative and supportive in this process and further meetings have been planned

How can early years services improve access and inclusion into early years settings and primary schools for Gypsy, Roma and Traveller children?

This research project explored how interagency working could put such policy and guidance into practice and considered what this work might look like at grassroots level. The research coordinator used the research to pilot a strategy, which if successful, could be rolled out and shared with other services

Roma children and young people in Bulgaria: patterns of risk and effective protection in relation to child sexual exploitation

This article examines patterns of risk regarding child sexual exploitation (CSE). There is specific focus on those living in alternative care, child sexual exploitation and trafficking among Roma communities in Bulgaria and the UK. Data is drawn from a desk-based literature review and partnership work with Bulgarian and British academics and practitioners to explore the issues in both countries. Although there is limited statistical data on CSE and children in care across Europe and the risk-factors for Roma children and young people are still not being fully recognised, we can draw on what is known in Bulgaria to inform practice in the UK with emerging Roma communities. Research on CSE more generally can also inform awareness of risk factors particularly around care systems. Comparative information about what is known in the UK and Bulgaria is considered in order to make some recommendations for international prevention, protection efforts, and prosecution strategies for the future

From a whisper to a shout: a call to end violence against children in alternative care

In 2009, the UN endorsed the Guidelines for the Alternative Care of Children (the Guidelines). These set out “desirable orientations for policy and practice” to “enhance” the implementation of the UNCRC for children in alternative care. The Guidelines reiterate the right of “Every child and young person [to] live in a supportive, protective and caring environment that promotes his/her full potential”. This report draws on evidence from an extensive global literature review, and assessments of the implementation of the Guidelines in 21 countries around the world. It makes bold claims about high levels of vulnerability and risk of violence facing children in alternative care, but concludes that violence is not inevitable, and with an emphasis on providing quality care it is possible to mitigate the risks of harm for all children

Nightwatch : CSE in plain sight : final evaluation report

This is the final evaluation report for the Barnardo’s Nightwatch: CSE in Plain Sight project produced by The International Centre: researching child sexual exploitation, violence and trafficking at the University of Bedfordshire. The Nightwatch project was launched in April 2015 and concluded at the end of March 2016. The evaluation was undertaken during the same period. The aims of Nightwatch were described by the DfE (2015:7-8): ‘To safeguard children and young people from child sexual exploitation (CSE) by increasing awareness of CSE among businesses and services working in the night-time economy (NTE), and by developing strategies, in co-production with these businesses and others, to identify and protect children at risk at night, and intervene early by providing advice, support, training and guidance’

Families and Communities Against Child Sexual Exploitation (FCASE) : final evaluation report

This is the final evaluation report for the Barnardo’s Families and Communities Against Sexual Exploitation project (FCASE), produced by the International Centre, researching Child Sexual Exploitation, Violence and Trafficking at the University of Bedfordshire. The programme was launched in April 2013, funded by the Department for Education (DfE) and concluded in March 2015. The evaluation was undertaken during the same period. The FCASE model has been piloted in three sites, which for the purposes of this report have been anonymised and will be referred to using pseudonyms. It consists of the following elements: a structured programme of six to eight weeks direct work with young people and families where a risk of child sexual exploitation (CSE) has been identified; delivery of CSE training with professionals; and undertaking community awareness raising. The evaluation has been informed by a range of qualitative data. The report identifies the elements that work well and some of the challenges in its implementation. This had been done in order to determine good practice in supporting families and communities and embed more effective practice on protecting children and young people, including those in foster care, from sexual exploitation, harnessing the protective factors within a child’s family and/or foster home. The learning from the project is intended to help other agencies to implement the FCASE model. An on-line learning resource is to be produced in order to facilitate this process

Youth and community approaches to preventing child sexual exploitation: South African and UK project experiences

This chapter brings together case studies from two pieces of research – an evaluative study in the UK (D’Arcy et al., 2015) and a participatory action research project in South Africa (Wallace, 2015). The chapter aims to provide international perspectives on youth and community approaches to empowering children, young people and their families in preventing and raising awareness of Child Sexual Exploitation (CSE) and Child SexualAbuse (CSA). It highlights the potential relevance and significance of central tenets of youth and community approaches to prevention work in CSE and CSA by drawing upon the concepts of education, voluntary engagement,participation, strengths-based approaches and rights-based models of working with children and young people