Policy Statement

We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their individual, social, economic, ethnic, cultural, or religious backgrounds and situations.

Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles, and cousins; while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from a disability or may have parents that are affected by disability. Some children come from families who experience social exclusion or severe hardship; some face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender, or their individual or additional needs.

We understand that these factors affect the well-being of children and can impact on their learning and well-being. We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

• Provide a secure and accessible environment in which all children can flourish and in which all contributions are considered and valued.

• Include and value the contribution of all families to our understanding of equality and diversity.

• Provide positive non-stereotyping information about gender roles, diverse family structures, diverse socio-economic, ethnic, and cultural groups and disabled people.

• Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.

•  Challenge and eliminate discriminatory actions.

• Make inclusion a thread that runs through all the activities of the setting.

• Foster good relations between all communities.

• The responsibility for inclusive practice is one for the whole group but the daily overseeing of how this happens is the responsibility of the Manager.

 

Procedures

 

Admissions

Our setting is open and accessible to all members of the community.

• We advertise our service widely.

• We reflect the diversity of our society in our publicity and promotional materials.

• We provide information in clear, concise language, whether in spoken or written form.

• We provide information in other languages (wherever possible).

• We base our Admissions Policy on a fair system.

• We ensure that all parents are made aware of our Valuing Diversity and Promoting Equality Policy.

 

We do not discriminate against a child or their family, or prevent entry to our setting, based on a protected characteristic as defined by the Equalities Act (2010). These are:

 

• Disability

• Race

• Gender reassignment

• Religion or belief

• Sex

• Sexual orientation

• Age

• Pregnancy and maternity

• Marriage and civil partnership

 

We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.

We make adjustments to ensure that all disabled children can participate successfully in the services offered by the setting and in the learning experiences offered.

 

We take action against any discriminatory behaviour by our staff, volunteers, or parents whether by:

 

• Direct discrimination – someone is treated less favourably because of a protected characteristic e.g., preventing families of some racial groups from using the service.

• Indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting.

• Association – discriminating against someone who is associated with a person with a protected characteristic e.g., behaving unfavourably to someone who is married to a person from a different cultural background or

• Perception – discrimination on the basis that it is thought someone has a protected characteristic e.g., making assumptions about someone’s sexual orientation because of their mannerisms or how they speak.

 

Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on, or around, our premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.

 

We build relationships and work with outside agencies and recognise their expertise. Seeking support and advice when required (such as Health visitor, Social worker, Educational Psychologists, Speech and Language Therapists, etc)

 

 

Employment

• We advertise posts and all applicants are judged against explicit and fair criteria.

• Applicants are welcome from all backgrounds and posts are open to all.

• We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

• The applicant who best meets the criteria is offered the post, subject to references and suitability checks. This ensures fairness in the selection process.

• All our job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

• We monitor our application process to ensure that it is fair and accessible.

 

 

Training

• We seek out training opportunities for our staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

• We ensure that our staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.

• We review our practices to ensure that we are fully implementing our policy for valuing diversity and promoting equality.

 

Learning Environment

The learning environment offered in our setting encourages children to develop positive attitudes about themselves as well as people who are different from themselves.

Our environment is as accessible as possible for all visitors and service users. If access to the setting is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults. We do this by:

• Making children feel valued and good about themselves and others.

• Ensuring that children have equality of access to learning.

• Undertaking an access audit to establish if the setting is accessible to all disabled children and adults.

• Adjusting the environment and resources to accommodate a wide range of learning, physical and sensory impairments.

• Making appropriate provision within the setting to ensure each child receives the widest possible opportunity to develop their skills and abilities.

• Positively reflecting the widest possible range of communities in the choice of resources

• Avoiding stereotypes or derogatory images in the selection of books or other visual materials.

• Creating an environment of mutual respect and tolerance.

• Differentiating the environment to meet all special educational needs.

• Helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable.

• Ensuring that the setting and activities offered are inclusive of children with additional needs.

• Ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

• To observe children and liaise with parents to build up a full picture of the children, devising individual learning journeys with short term targets and tracking development.

• If a child is not progressing as expected or struggling in the sessions, extra support will be given, with regular staff meetings and liaising with outside agencies and parents.

• To recognise transitions in a child’s life, working with other settings where possible to aid these transitions.

• To consult children and to consider their views and wishes, encouraging communication and respect for each other, valuing the needs and wishes of others.

 

 

Should any parent or carer feel that we have failed in our duty of care to a child we welcome the opportunity to investigate (see complaints procedure).

 

 

Valuing Diversity in Families 

 

• We welcome the diversity of family lifestyles and work with all families.

• We encourage children to contribute stories of their everyday life to the setting.

• We encourage mothers, fathers, and other carers to take part in the life of the setting and to contribute fully.

• For families who speak languages in addition to English, we will develop means to encourage their full inclusion.

• We try to offer a flexible payment system for families experiencing financial difficulties and offer information regarding sources of financial support.

• We take positive action to encourage disadvantaged and under-represented groups to use the setting.

 

 

Monitoring and Reviewing

 

So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meet our overall aims to promote equality, inclusion and to value diversity. We also provide a complaints procedure and a complaints summary record for parents to see.

 

 

Written by Vikki Benton 12/09/2024

To be reviewed on 12/09/2025