1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility.
Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all unique and yet similar. We have different needs, interests, learning styles, language and personality etc. Inclusion is to incorporate all of the above into our environment to participate in play and learning, to promote positive outcomes and the opportunity to grow and develop, to feel valued and empowered to succeed.
Within the setting as a Manager I come into contact with staff, visitors, parents, carers, children and other professionals on a daily basis. It is my responsibility whilst in contact with all these people and children that they feel that they’re treated respectfully and fairly.
There are legislations, policies and codes of practice which endeavour to promote and protect equality, diversity and inclusion, giving guidelines and procedures. Within the setting all staff are aware of the Equal Opportunities policy incorporating the Sex Discrimination Act 2006, Race Relation Act 2000, Disabled Persons Act 1986, Education Act 1996, Childcare Act 1989/2006, Disability Discrimination Act 1995/2005, Special Educational Needs and Disability Act 2001 also our own Policies and Procedures which support equality.
1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility
There are many barriers to diversity and inclusion. The biggest ones are generally prejudice, culture and upbringing and religious beliefs. Prejudice is “a preconceived opinion that is not based on reason or personal experience” those creating barriers to recognizing equality of rights for all. Cultural barriers can prevent, for example, consideration of spiritual, relational or dietary needs that do not conform with traditional expectations. Religious belief, where different religious beliefs are not taken into account and minorities are marginalized and not acknowledged. Other significant barriers could be structural, institutional and personal: Structural, where circumstances create or result in barriers – for example in access to a ‘good education’ adequate housing, sufficient income to meet basic needs.
Institutional, where policies, processes, practices sustain an organisational or service culture that excludes certain people or groups. Personal barriers, where staff can hold individual prejudices that influence their practice. These actions may be conscious, but they can often be unconscious or unwitting. Some vulnerable and disadvantaged individuals need more support to ensure their voice is heard and they are able to have power in the decision making process. Within our setting, if potential barriers to equality and inclusion arise, they are flagged and staff have a good understanding of individuals and groups of children. Barriers are then removed or minimised The environment is adapted, personalised support offered, resources or equipment provided.
1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility. All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to
The curriculum irrespective of their background, race, culture, gender, additional need or disability. In UAE, ORGANISATIONAL CULTURE plays the biggest role in the promotion of equality, diversity and inclusion in Early Years Settings as the LEGISLATIVE BACKGROUND is not extensive. ORGANISATIONAL CULTURE: There are different ways in which people within the
setting can be made aware of what is expected of them.
This can be done through
EXPLICIT STATEMENT- vision and mission statement- equal opportunities policy- employee handbook- parents welcome letter.
DISCUSSION- staff meetings.
LEADERSHIP- role model In my nursery I champion Equality, Diversity and Inclusion through all of the above while take in to account the current and most relevant UK legislation and codes of practice. LEGISLATION: In UAE, references to Equality, Diversity and Inclusion can be found in:
– UAE Labour Law
– UAE Federal Law n.5
– MOSA Quality Standard
– KHDA Guidelines
Child Protection Law In UK, the current legislation relevant to the promotion of equality and valuing diversity is represented by: 1.Disability Discrimination Act 1995
2. Race Relations Act 1976
3.Sex Discrimination Act 1986
4.Children Act 2004-2006
5.United Nations Convention on the Rights of the Child (UNCRC) 6.Equality Act 2010
Early Years Foundation Stage 2014 focuses on the main legislation which is most relevant:
1. EQUALITY ACT 2010 Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. The act replaced previous antidiscrimination laws with a single act to make the law simpler and to remove inconsistencies. This makes the law easier for people to understand and comply with. The act also strengthened protection in some situations. The act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the act protects everyone against unfair treatment. The protected characteristics are: • age• disability• gender reassignment• marriage and civil partnership• pregnancy and maternity• race• religion or belief• sex• sexual orientation
The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. The act prohibits unfair treatment in the workplace, when providing goods, facilities and services, when exercising public functions, in the disposal and management of premises, in education and by associations (such as private clubs). The equality act will for instance impact on my role as manager with regards recruitment. You will need to ensure that my job specification does not discriminate against particular groups of applicants. When processing applications you should concentrate on an individual’s abilities to do the job, not their disabilities. Make adaptations to accommodate individual’s differences e.g. working hours, special equipment needs etc.
2. EYFS The Childcare Act provides for the EYFS which is mandatory for all Early Years Settings. The EYFS statutory framework sets both learning and development requirements, and safeguarding and welfare requirements. It fully supports equality, diversity and inclusion. “The EYFS seeks to provide:
-quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
-a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
– partnership working between practitioners and parents and/or carers
– equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.”
The EYFS framework is designed to be fully inclusive of all children’s needs, recognising the need to respond to differences of ethnicity, culture, religion or belief, home language, family background, SEN, disability, gender or ability. There is significant flexibility to provide the seven areas of Learning and Development in a way that reflects the needs and circumstances of each child. In the majority of cases it should be possible to deliver the EYFS in a way that is compatible with providers’ and parents’ philosophies and beliefs. The impact legislation and policy has on the promotion of equality, diversity and inclusion within my setting is ensuring policy and procedures are written and adhered to and carried out within the setting, that staff and parents or carers have an awareness of legislation and policy surrounding equality, diversity and inclusion in practice
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