And young people
Identify six current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. (ref: 1.1)
Disability Discrimination Act 2005: Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination.
Special Educational Needs and Disability Act 2001: Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability.
Race Relations Act 2000: Outlines the duty of organisations to promote good relationships between people from different races.
Human Rights Act 1998: Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected.
Children Act 1989: Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare.
Equality Act 2010 Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws.
2. Describe the importance of supporting the rights of all children and young people to: participation (ref: 1.2)
This is where the children have the chance the get involved vocally and physically in different events and clubs. For example school council; this is where the children nominate themselves to represent their class and school, and it’s usually a couple of children from each class. This allows them to put opinions across and be listened. There are also plays and sports days where the children get to be involved, and given their own choices like which sport they would like to do, and what part in the play. This helps children to develop independence and social skills.
Group/class discussions are a great way of getting everyone involved, they get to talk about what they are passionate about, and give opinions and criticism. The teachers play a huge part in this too as they can ask the children that do not usually put themselves forward to speak to join in, and ask them questions without making them feel on the spot. Parental involvement is a way to support the children too. Workshops are one of the examples; this is where the parent/carer attends a maths/English/science afterschool lesson and they get to see what the children are learning. This will encourage the children to work harder as they get the chance to show off their skills and knowledge to their loved ones.
equality of access (ref: 1.2)
This can cover various areas such as disabilities, finance and school trips in removing barriers to achievement. This just ensures that everybody has the chance to do the same thing. The government’s strategy for SEN provides a framework for schools to remove barriers and raise achievement for children with special educational needs and disabilities. An example of this may be wheel chair access. This will allow those in a wheel chair to be able to join trips, and go places that everybody else can. This could be the school bus having a ramp, and buildings they are visiting having a ramp and maybe an elevator specifically for wheel chair use. The aim is for the person to feel included without feeling too different. Another example might be a school having spare P.E. kit. This will enable children to join in with lessons and sports days if they are unable to have their own, maybe if their parent/s are unable to afford a P.E. kit.
value and promote cultural diversity (ref: 1.3)
This is code of Practice on the duty to promote race equality. Schools can promote cultural diversity by allowing the whole school to celebrate and explore the various events of different religions and cultures such as Diwali and Chinese New Year. Another example may be posters around the school which may say things like ‘hello’, and then in other languages around it. Religious education being taught is also a good example of this as they get to find out more about the different cultures and religions around the world.
3. List 5 ways in which children and young people can experience prejudice or discrimination and describe how this may happen (ref: 2.1)
|Factors that may be discriminated against: |Example of how this may happen | | A child not having the ‘latest’ clothing such|Other children may be nasty to them for this using horrible words that can make a child upset and | |as type of trainers. |embarrassed. The parent/s may not be able to afford new trainers. | | | | |A child may have a psychical disability such |Other children may make fun of them, and they may not be able to join in with activities such as football.| |as being on crutches. |A teacher could involve them letting them have the ‘score board’, that way they feel involved. | | | | |A child could be partially or fully deaf. |Children again could bully the child verbally possibly physically for being deaf.
They may feel victimised| | |or/and different. A way they could feel involved is the school getting the other children to learn some | | |basic sign language too and use it in lessons. | |A child of a different race and culture such |The school may have a really busy schedule coming up and have no time to sort resources. | |as being Chinese not celebrating Chinese new | | |year in school. | | |A girl pupil wants to join the school rugby |The school team may be all boys and they do not want a girl on the team and they tell her. | |team. | | | | | | | |
What impact can discrimination and prejudice have? (ref: 2.2)
Prejudice and discrimination have negative effects on children and it can affect their academic progress. Discrimination can be director indirect. Discrimination can negatively impact their overall health and well-being also. When children or young people feel they are being discriminated against they may feel loss of self-esteem, disempowerment, confusion, anger, lack of motivation and/or depression. This can cause social problems within the school and at home. This will means the child’s learning will be affected and they will find it difficult to focus on their work. They will not want to participate in activities in class or school if they are feeling the effects of discrimination and prejudice on themselves. The long term effect of prejudice and discrimination will lead to the child being withdrawn from the other children. The child is not likely focus on their work.
4. How does / could your own attitudes, values and behaviour impact on your work with children and young people? (ref: 2.3)
All staff members working within the school have a legal duty to protect the rights of children and young people. A staff member should examine their own attitudes and values critically and consider how these may impact on the way they work with children. As a member of staff you need to ask yourself how children feel when they are excluded. An individual’s background, upbringing and experiences can have an effect on attitudes towards individuals and groups, so it is important to recognise these and respect the fact that everybody is different. People all have different upbringings, beliefs, rules, ways of thinking and opinions.
As long as the individual is not breaking any rules the staff member will have to learn to respect the differences. An example of this may be if a child wears a hat in doors during lunch time, and the lunch time supervisor disagrees with them wearing it as they believe it is deemed rude. But to that child they may be aloud at home to wear the hat indoors therefore the lunch time supervisor will have to respect it as it is not exactly a rule in school for the child to take the hat off during lunch break. Personal prejudices, which may lead to discriminatory practice, can be overcome through developing an understanding of different religions, beliefs, cultures, disabilities, SEN, and respecting others upbringing.
5. Describe the importance of promoting anti-discriminatory practice in work with children and young people. (ref: 2.4)
All members of staff are responsible for ensuring that anti-discriminatory practice is endorsed in school and to identify when discrimination is occurring. The Children Act 2004 requires early years and other childcare facilities to promote an anti-discriminatory practice within that setting and also requires all adults who work with children to promote a child’s needs with paramount importance. In order to promote change, as a school we need to change people’s attitudes towards other cultures, race and faiths by trying to educate the children within school about being a part of the many different cultures, faiths and disabilities in our society and encourage them to think of other people’s feelings and how they would feel if they were the one who was being discriminated against.
By understanding how hurtful discrimination can be can we only understand why it is not acceptable. We have the Every Child Matters, Race Relations and the Equality act (as well as others) that helps staff to promote anti-discriminatory practices within the school. Promoting anti-discriminatory practice is so important as it will set the pupils up for the future so they know the importance of equlity and know not to discriminate. As a part of the staff at the school my job is to Be a good role model and demonstrate anti-discriminatory practice, appreciate and promote diversity and individuality of children and young people by acknowledging their positive attributes and abilities. It is also important to give pupils the conﬁdence and skills to challenge prejudice or racist behaviour of others.
6. Describe how to challenge discrimination. (ref: 2.5)
Discrimination should be challenged straight and dealth with appropriatly, if it is not dealth with it is setting the example that it is acceptable to disriminate. Punishments areusually the way forward to deal with discriminative behaviour such as detentions, but during the detentions we make the pupil aware as to why their comments/behaviour is frowned upon, and making them understand the impact they could have on someone elses life. School assemblys which are aimed at anti-discriminatory practice is also a very good way of teaching the pupils that it is wrong, and to report it to the teacher if they suspect it is going on. To be able to challenge discrimination you require knowledge of policy, procedures and practice.
If you feel conﬁ dent about what is good practice, you will be able to deal more eﬀ ectively with incidents that arise. When discrimination happens it may be on purpose, but it can also be because of ignorance and lack of understanding/knowledge. As part of the school staff, you must challenge discriminatory comments and actions. It is important to learn assertiveness strategies that can help when you recognise discrimination. When challenging discrimination, you should explain what has happened or what has been said that is discriminatory, then state the effect of this on the pupil/adult. Then suggest or model ways to ensure anti-discriminatory practice. If I was concerned about anti-discriminatory practice, whether by staff or pupils in the school, I would speak to my manager/supervisor at the school.
7. Describe what is meant by inclusion and inclusive practices. (ref: 3.1)
Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background, culture or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities.
It should be noted that that all pupils have different needs and requirements and therefore, should be taught respectively. Equality is a vital part of successful inclusive practice. This can also include being able to join in within school activites such as P.E, there is always spare kit available for those thodo not have kit already for whatever reason. Also for equality, my school as well as many others offer the chance for all pupils to get involved with school decisions such as trip idea’s and they are able to share their idea’s by holding a school council. There are also gardening groups, science clubs and other clubs that each child has the opportunity to be a part of, and usually they are free if they are within school time.
8. Describe features of an inclusive setting for children and young people and how inclusion works in schools. OR (ref: 3.2, 3.3) Write a case study about the pupil and their SEN that you researched and present in class and include the above factors. (NB. Presentations in May)
Inclusion means that we focus on school organisation and culture, and how we respond to the different cutures and diversities among society. An inclusive setting in a school works because it allows children to feel included by treating them as an equal within the school. An inclusive setting is one which uses a whole-school approach to learning. Barriers are recognised and strategies used to remove them. Where children experience diffculties such as special educational needs or disabilities, there is a an approach which focuses on what the child or young person can do rather than the diffculties they are experiencing. Barriers are then removed or minimised and the environment is adapted, and personalised support, resources or equipment are provided.Features of an inclusive setting could be the school having wheelchair access for those in wheelchairs or those who have difficulty to walk. Not only does it have physcial features but as a school we work together so each child has the same opportunities as each other.
This can vary from different types of lunchtime clubs and afterschool clubs. School plays are a great way to get the children involved and give them a chance to take on a challenge and feel important. Having school councils is also a great way to get everyone involved as they can have class discusions. Schools try their best to ensure each pupil has the same learning opportunity. Teaching assistants are there to help groups and individuals with work they may be struggling with so they are not left behind academically. There may also be bilingual assistants for pupils who do not have English as their first language. Pupils are educated alongside their peers and not segregated when they need support. For example, a pupil with a speech problem will receive language support in the classroom. All staff receive regular training relating to inclusion, diversity and equality of opportunity and are up to date with the policies and procedures.
To get the correct and appropriate support for each child, outside agencies may be caled such as social services to ensure that a child has the right support. Professionals who work across all children’s services must share a common understanding of values and principles of inclusion. The ways in which the values and principles are put into practice may vary depending on the type of organisation and its role in the education and care of children and young people. Whatever the organisation, the child should always be at the centre of all practice. Also with regards to inclusion within a school setting, the school will get the parents/carers involved with what the children are learning so they can receive support from them too. The parents/carers will feel involved too and it is important that the school is approachable for the parents/carers so if they feel they have questions,