Promoting inclusion, equality and valuing diversity policy
Alongside associated procedures in 05.1 Promoting inclusion, equality and diversity, this policy was
adopted by Coten End Pre-school CIO on 1 September 2021
All early years settings must consider and meet relevant employer and service provider duties as set out in
the Equality Act (2010). Those in receipt of funding must eliminate discrimination including indirect, direct
discrimination, discrimination and harassment based on association and perception and discrimination for
reason relating to a disability or by failing to make a reasonable adjustment to any provision, criterion, or
practice. This duty is anticipatory. Settings must advance equality of opportunity and foster good relations
with individuals and groups with protected characteristics namely disability, race (ethnicity), religion and
belief, sexual orientation, sex (gender), gender reassignment, age, pregnancy and maternity, marriage, and
civil partnership.
Aim
Our provision actively promotes inclusion, equality of opportunity and the valuing of diversity.
Objectives
We support the definition of inclusion as stated by the Early Childhood Forum:
‘Inclusion is the process of identifying, understanding and breaking down the barriers to participation and
belonging.’
We interpret this as consisting of several tasks and processes in relation not only to children but also to
parents and visitors in the setting. These tasks and processes include awareness and knowledge of
relevant barriers to inclusion for those with a protected characteristic namely:
- disability
- gender reassignment
- pregnancy and maternity
- race
- religion or belief
- sexual orientation
- sex (gender)
- age
- marriage or civil partnership (in relation to employment)
This includes unlawful behaviour towards people with protected characteristics. Unlawful behaviour being
direct discrimination, indirect discrimination, associative discrimination, discrimination by perception,
harassment, and victimisation (in addition, we are aware of the inequality that users facing socio-economic
disadvantaged may also encounter). We will not tolerate behaviour from an adult which demonstrates
dislike and prejudice towards groups and individuals living outside the UK (xenophobia). This also applies
to the same behaviour towards specific groups of people and individuals who are British Citizens residing in
the UK.
We promote understanding of discrimination - through training and staff development - the causes and
effects of discrimination on both adults and children and the long- term impact of discrimination; the need to
protect children from discrimination and ensure that childcare practice is both accessible and inclusive; the
need for relevant support to allow children to develop into confident adults with a strong positive self-identity.
Developing practice that includes:
- Developing an environment which reflects the ‘kaleidoscope’ of factors that can provide settings
with a myriad of influences and ideas for exploring and celebrating difference.
- Ensuring that barriers to inclusion are identified and removed or minimised wherever possible; for
example, we complete 01.1b Access audit form.
- Understanding, supporting and promoting the importance of identity for all children and recognising
that this comprises multiple facets which are shaped by a ‘kaleidoscope’ of factors including British
values, ‘race’\ethnicity and culture, gender, difference of ability, social class, language, religion and
belief, and family form and lifestyle, which combine uniquely in the identity of each individual; for
example, we welcome and promote bi/multi-lingualism and the use of alternative communication
formats such as sign language, and we promote gender equality while at the same time recognising
the differences in play preferences and developmental timetables of girls and boys.
- Recognising that this ‘kaleidoscope’ also reflects negative images which may be internalised and
negatively affect the development of self-concept, self-esteem, and confidence.
- Promoting a welcoming atmosphere that genuinely appreciate British values, different cultural and
personal perspectives, without stereotyping and prejudicing cultures and traditions on raising
children, by always involving parents.
- Promoting community cohesion and creating an environment that pre-empts acts of discrimination
so that they do not arise.
- Recruitment of staff to reflect cultural and language diversity, disabled staff, and staff of both
genders.
- Addressing discrimination as it occurs from children in a sensitive, age-appropriate manner to
ensure that everyone involved understands the situation and are offered reassurance and support
to achieve resolution.
- Challenging discriminatory behaviour from parents, staff or outside agencies or individuals that
affect the well-being of children and the early years community.
- Creating an ethos within which staff work confidently within a culturally complex environment;
learning when to change or adapt practice in the setting and having the confidence to challenge
practice (including parental) that is not in the child’s best interest, seeking support and intervention
from agencies where appropriate.
- Ensuring that practitioners work closely with the Special Educational Needs Coordinator to make
sure that the additional needs of all children are identified and met.
- We are aware of anti-discriminatory legislation and able to use it to shape the service and support
parents and children against discrimination in the local community, for example, against asylum
seekers, the Travelling community and same sex parents.
- We regularly monitor and review our practice including long-term preventative measures to ensure
equality such as auditing of provision, formulating an equality plan, applying impact measurements
and positive actions. In addition, short term measures such as recognition and assessment of
children’s additional support needs (e.g. impairment, home language, family hardship, specific
family beliefs and practices), day-to-day activities, provision of suitable support and resources,
activity programme and curriculum., assessment, recognition of special educational needs and
developing inclusive relationships.
Legal references
General Data Protection Regulation 2018
Children and Families Act 2014 Part 3
Special Educational Needs and
Disability Code of Practice 2014
Disability
Equality Duty 2011
Equality Act 2010
Prevent Strategy 2015
Further guidance
Guide to the Equality Act and Good Practice (Pre-school Learning Alliance 2015)