Name: Christine Scott
Date: December 23, 2017
Championship, equality, diversity and inclusion .
Diversity means difference. Diversity recognises that although people have things in common with each other, they are also different and unique in many ways. Diversity is about recognising and valuing those differences. It therefore consists of visible and non-visible factors, which include personal characteristics such as background, culture, personality and work-style in addition to the characteristics that are protected under discrimination legislation in terms of race, disability, gender, religion and belief, sexual orientation and age. By recognising and understanding our individual differences and embracing them, and moving beyond simple tolerance, we can create a productive environment in which everybody feels valued.
is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential’ (DoH, 2004).
Equality means being equal in status, rights and opportunities no matter what their race disability, gender, religion, beliefs and cultural differences, sexual orientation and age. By eliminating prejudice and discrimination, we can deliver services that are personal, fair and diverse and a society that is healthier and happier.
is a sense of belonging, feeling included, feeling respected, valued for who you are, feeling a level of supportive energy and commitment from others so than you can achieve your best. Inclusion ensures everyone has access to resources, rights, goods and services, and is able to participate to activities. Equal Opportunities Policy and Procedure.
According to the The Early Years Foundation Stage (EYFS)
“The EYFS seeks to provide equality of opportunity and anti-discriminatory practice,
ensuring that every child is included and supported.”
Page 5 of the Statutory Framework for the EYFS 2014
“Providers must follow their legal responsibilities under the Equality Act 2010” (3.58)
“Providers must have arrangements in place to support children with
SEN or disabilities.” (3.67)
I am committed to provide equality of opportunity and anti-discriminatory practice,
ensuring every child is included and supported.
My ethos is to ensure positive attitudes to diversity and difference, so that every child
is included and not disadvantaged because of ethnicity, culture or religion, home
language, family background, special educational needs, disability, gender or ability.
I have a legal duty under the Equality Act 2010 to be inclusive and offer an inclusive
provision to children and their families. The Act incorporates the Disability
Discrimination Act (1995) stating that children with disabilities must not be treated
less favourably than children without a disability. ‘Reasonable adjustments’ will be
made to enable children with a disability to participate.
The facilities, equipment and access to the premises are suitable for children with
disabilities where ever possible.
Children learn from an early age to value diversity in others and grow up making a
positive contribution to society.
I will meet the individual needs of all children by:
• Valuing each child for whom they are and recognising differences; so they
feel understood whatever their ability, ethnic background or gender.
• Valuing each child’s culture by making connections between experiences
at home, my setting and the wider community.
• Talking to parents and/or carers about their child’s progress and
development, planning appropriate support where identified.
• Delivering personalised learning, development and care to help children
get the best possible start in life.
Children who have special educational needs or a disability will be included, valued
and supported by identifying the need for additional support as early as possible:
• I am aware of specialist help available from the Early Learning & Childcare
Team on 01942 828 849. I can attend an ‘Inclusion Progress Meeting’
(IPM),with your written permission, by contacting
• I will work with parents and/or carers and other agencies where required.
• I will ask parents and/or carers if there is a need for any special services or
equipment for children who may require additional support.
• I put into practice the 0-25 Special Educational Needs and Disability Code
of Practice ; using the graduated response for identifying, assessing and
responding to children’s special educational needs.
Produced May 2014 Page 2 of 3 Review Date May 2015
or when regulations change
• I monitor the effectiveness of my inclusive practice by:
o Listening to and valuing all children in my setting, ensuring they have a
o Observing children in my setting and assessing whether the learning
environment encourages inclusive practice.
o Ensuring my knowledge about different cultural groups is kept up-todate.
o Actively avoiding gender stereotyping and challenging any expression
of prejudice or discrimination by children or adults.
• I promote and value diversity and difference by:
o Being positive about differences between people and support children’s
acceptance of difference.
o Celebrating and valuing cultural, religious and community events and
o Providing books and resources which represent children’s diverse
backgrounds and which avoid negative stereotypes.
o Providing positive images of all children, including disabilities.
o Supporting children’s understanding of difference and empathy
encouraging positive attitudes and challenge negative attitudes with the
use of props such as puppets and dolls to tell stories about diverse
experiences, ensuring that negative stereotyping is avoided.
o Encouraging children to talk about their own home and community life,
and to find about other children’s experiences.
o Strengthening the positive impressions children have of their own
cultures and faiths, and those in their community, by sharing and
celebrating a range of practices and special events.
o Visiting different parts of the local community.
o Providing role-play areas with a variety of resources reflecting diversity.
Sharing stories that reflect the diversity of children’s experiences.
o Ensuring that children learning English as an additional language have
opportunities to express themselves in their home language some of
o Taking reasonable steps to provide opportunities for children to
develop and use their home language in play and learning, supporting
their language development at home. I must also ensure that children
have sufficient opportunities to learn and reach a good standard in
• Under the requirements of the Childcare Register childcare will be accessible
and inclusive by taking all reasonable steps to ensure that the needs of each
child, relating to their childcare, are met; and not refuse to provide childcare or
treat any child less favourably than another child due to their race, religion,
home language, family background, gender or disability and/or learning
• I must consider whether a child may have a special educational need or
disability which requires specialist support. I will link with, and help families to
access, relevant services from other agencies as appropriate
I regularly review and evaluate the effectiveness of my inclusive practice.
We Will Write a Custom Essay Specifically
For You For Only $13.90/page!
1.1 Explain models of practice that underpin equality, diversity, and inclusion in own area of responsibility.
My role as a lead teacher, I am responsible for seeing to it that all individuals, their families, members of staff and those I am working in partnership with are treated equally. Everyone should be treated with respect and value. There are many legislations, codes of practice and also company policies which regulate equality, diversity and inclusion within my role, some are listed below:
1. Equality act 2010
2. Essential standards for quality and safety
3. Health and social care act 2008
4. The Disability Discrimination Act 1995 and 2005
5. Race Relations 1976
6. The Data Protection Act 1984
7. The Mental Health Act 1983
8. Sex Discrimination Act 1975 and 1986
9. Human Rights Act 1998
10. Educational Policies and Procedures
11. Healthy and safety policy – came from the health and social care policy and education act ,human and children rights act
12. Dress code policy
13. Napping policy
14. Cell phone and tablet policy- came from the data protection act
I use these policies to ensure all procedures are followed daily. Children are our first and foremost responsibility, using these acts helps me to ensure the kids are safe at all times. The UAE have specific rules in regards to male and female. Example the boys use a different bathroom from the girls. Parents and staff data is secured and nothing is sent out without proper procedures. Children are accepted without any discrimination in my class and treaty equally. When a parent is late for a child he or she is called from the office to collect. We also have a late log for each teacher to fill out and the teacher on duty will let mom or ad sign when he or she has collected his or her child, this way we ensure safety at all times and accountably.
1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility.
Potential barriers are those things that make things more difficult for certain groups and individuals. The barriers faced in my workplace includes:
Age – each age group has a different general approach to work which can lead to conflict. Older colleagues may describe younger colleagues as been more active and younger colleagues criticizing older colleagues for being out of touch with what’s happening with the world today. The older category of teachers may not be able to carry out some tasks and activities given.
Mental Health – an individual suffering from mental health may face barriers due to a lack of understanding and compassion from other members of staff and the society at large, fears and negative comments that result in discrimination are often based on the assumption about a person’s traits or abilities based on what people may have heard or witnessed . This could result in ignorance, harassment and discrimination from other members and teachers on the staff.
Disability- persons with disabilities may be negatively affected, this could be due to a lack of self -esteem for themselves, they may also find that due to their disability other employees feel sorry for them and can result in them feeling like they are being sorry for , as they may feel that they are not capable of fulfilling their job role and are incapable. Other employees may also be worried about offending an employee with a disability as they would be worried they may say the wrong thing which could result in employees avoiding that person or being afraid.
Faith/ Religious beliefs – if you follow a certain faith or have certain beliefs this may cause barriers as that employee may require certain times or days off from work due to their beliefs, for those staff members who do not follow a faith they may feel like they are treated unfairly as allowances are made for that person.
Sexual Preferences – this could cause potential barriers as an employee with a different sexual orientation may feel isolated if other people have strong views or other beliefs on the matter. An employee of a certain sexual orientation may feel as though they do not wish to disclose this to others in fear of what others may say and if people may talk about them or make jokes or remarks.
Language Barrier ,Communication , literacy and language- with the increased influence of globalization many workplaces have employees who come from other countries, workers who speak with a strong accent could find their colleagues have difficulty understanding them.
Some of the individuals we work with may need more support to ensure their voice is heard and they are able to have power in the decision making process. Remember that everyone is an individual. People do not always like to be categorized as from of a particular group. Individuals within groups will have great wealth of different experiences, views and opinions.
According to the Equality act 2010 the legislation relating to equality, diversity and inclusion offers protection from discrimination on grounds of age, disability, gender, race and ethnic origin, religious faith or belief and sexual orientation. It has a huge impact on service providers as they are responsible for ensuring that needs are met and that individuals are receiving quality education and respect. It is also security for the individuals to know that we as support staff have an obligation to meet certain standards. We must be compliant with the legislation it must be embedded in the policies covering Equality, Diversity and Inclusion in the workplace. Since working in a managerial role I have adopted a very broad-based approach to ensure that all relevant legislation and requirements are taken seriously and adhered to and I take full responsibility for actions in my responsibility .As a lead teacher I am responsible for ensuring on going appropriate staff development and training to support all staff in promoting equality and diversity and meeting legislation requirements. I also meet with staff to give updates on relevant events and legislation and to discuss issues .Educational, health and social care providers are obliged to incorporate legislation relating to equality, diversity and discrimination into their policies and procedures. Workplace procedures ensure best practice regarding how support must be carried out, and they must be followed. Anything else would be breaching an individual’s rights and could also lead to disciplinary action.
1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility.
As a lead teacher It’s my duty to ensure ongoing staff workshop and training to support my staff in meeting legislation outcomes. My staff must always be in the loop. Workplace procedures must be followed keenly. I have to provide support promoting rights, value towards one and all.
Through the legislation I am able to empower others, deal the disagreements, and Identify the any type of discrimination and how to deal with it.
Through the company policies and procedures and in the delivery of the service , as a team we promote equality and uphold individuals equality of opportunity, individual rights and choice, their privacy, individuality ,independence, dignity, respect, promote empowerment and value, equality of care, confidentiality and their wishes and needs. As a team we promote the following:
1. Complaint procedure – readily available in various formats to meet the needs of parents, children, staff and others.
2. Meetings- Staff have the right to and are encouraged to participate in meetings regarding changes to the classroom or organization and gives them the chance to speak up.
3. Maintaining confidentiality – Storing all information safely and securely and only sharing information on a need to know basis and where necessary.
4. Offering choices and encourage independence- to think critically and make positive choices.
5. All staff members are allowed to practice their religious beliefs in the manner they wish, we have staff members who we support to go to church and another individual whose preference is to attend a church of God church, so we support them to do so.
6. Respecting individual privacy.
7. Workplace policies and procedures readily available to all in various formats.
These ensure all procedures are followed. We use for example the complaint procedure to build ourselves as a team. Encourage our staff to speak freely eg: we meet every Monday and Wednesday as a staff to discuss matters. My staff and support staff are allowed to speak and think critically.
Termly appraisals are done to monitor and support each staff. They are updated about any changes and how this will affected them and give their opinions.
2.1 Promote equality, diversity and inclusion in policy and practice. We always try to follow the aim of the MOE which is: Vision
Innovative education for a knowledge, pioneering, and global society.
Develop an innovative Education System for a knowledge and global competitive society,that includes all age groups to meet future labour market demand, by ensuring quality of the ministry of education outputs, and provision of best services for internal and external customers.
As a nursey the MOE keeps us on our toes so we will always do what is right so we can have a school with happy kids,parents,staff. In keeping with guidelines of the MOE we must meet all the needs and promote respect.
According to OFSTED based on Equality and diversity
As a public body, we publish regular information about what our equality objectives are and how we’re meeting them.
Ofsted is committed to equality and valuing diversity within our workforce. We aim to reflect these commitments and values in our day-to-day interactions with customers, colleagues and partners.
To show that we meet our obligations under the Equality Act 2010 we publish an annual employment report focusing on equal opportunities in employment. We as a nursery will always follow because we believe in quality service so we aim to please.
It is my role and responsibility to ensure that all staff promote equality, diversity and inclusion, to all of the individuals we support some of the ways in which we do this are: by showing dignity and respect and allowing privacy and dignity in the way that suits the individual and also the way that information is handled making sure that it is passed on only when permission is received and done in a proper manner. When providing information to parents, staff and others it should be made available in different formats for example: large print, video, total communication, other languages, providing an interpreter where necessary. It is vital that each individual has the choice to make their own decisions and that each decision and opinion is important. It is important to also create a productive environment in which everybody feels valued, their talents are fully utilized and services meet the requirements of diverse service users. Avoid using negative or offensive language and images which convey negativity. Avoid making assumptions about people’s ability to do things or not do things. Don’t assume that you understand their needs and requirements it is important that individuals are involved in their lives outcome as much as possible .It is important that staff attend relevant training meetings and supervision so they are aware of their role and accountability with regards equality and diversity. They are able to learn the principles of good practice and keep up to date with new developments and changes to relevant legislations and laws. During supervision I ensure staff are fully aware of the complaints procedure and they are encouraged to report any issues they feel need to be challenged regarding discrimination and use the correct chain of command.
We follow the guide line of the Ministry of Education carefully.
2.2 Challenge discrimination and exclusion in policy and practice.
As a lead teacher and manager of my class I am always seeking to ensure equality and eliminate discrimination my own way of managing this is by engaging people using our nursery and their families in shaping future support. Present staff with a vision of goals and aims we are working towards and where we see ourselves in future years and having a mission statement which states what our aims are as a company. Create a friendly environment which supports equality and challenge discrimination. Work together with the staff team and raise their awareness of the importance of equality and equip them through training, standards and supervision to recognise and tackle discrimination, and enhance equality.
It is also about challenging others if necessary and speaking up for the individuals you support when they cannot speak up for themselves. It can be difficult to challenge discrimination, so it is important to consider how to deal with different and often difficult situations. To be able to challenge discrimination I require knowledge of policy, procedures and practice. If I feel, confident about what is good practice, it will be easier to deal more effectively with incidents that arise. When discrimination happens it may be not always be intentional it can be because of ignorance or lack of understanding . It is not easy to change the views of others but it is important to challenge discriminatory comments and actions and deal with them immediately. When challenging discrimination it is important to gather accurate information and when dealing with it is important to always act fairly and try to see things from the other person’s point of view and consider that there could be different pressures, needs and cultures. Use positive language and never use words or phrases that could be disrespectful or rude towards another person and do not allow prejudices and stereotyping to influence you and do not accept any type of discriminatory behaviour.
2.3 Promote others with information about:
The effects of discrimination
The impact of inclusion
The value of diversity
Staff meetings and workshops, Equality act 2010
Essential standards for quality and safety
Health and social care act 2008
The Disability Discrimination Act 1995 and 2005
Race Relations 1976
The Data Protection Act 1984
The Mental Health Act 1983
Sex Discrimination Act 1975 and 1986
Human Rights Act 1998
Educational Policies and Procedures
Healthy and safety policy – came from the health and social care policy and education act ,human and children rights act
Dress code policy
Cell phone and tablet policy- came from the data protection act
A good way to provide staff with information about the effects of discrimination is to ensure they regularly attend the appropriate equality, diversity and inclusion training. I also discuss things during team meetings, supervisions and appraisal. I try to ensure all staff are aware of the procedures to follow if they suspect discrimination is taking place or they are themselves are experiencing any form of discrimination. Discrimination can affect people both physically and emotionally by causing:
The effects of discrimination
3. Loss of self – esteem
6. Loss of purpose
7. Reduced individual rights
8. Mental illness
9. Terminal illness
10. Restricted opportunities
The impact of inclusion
In terms of the workforce, inclusion may lead to the feeling of acceptance in an organisation which links to satisfaction with the organisation and commitment to it. This leads to increased productivity and more effective team and partnership working. In respect of the children, parents and others, by considering their needs and then designing the services to meet those needs inclusion can be attained. By enabling people to access educational services and informing and supporting them, developing their skills and developing meaningful services. This improves health and wellbeing, reduces discrimination and increases inclusion.
The value of diversity
Having a vast and different group of teachers from different backgrounds simply means recognizing that all the people are unique and different in their own way. Their differences could consist of their ability, cultural background, personality, religious beliefs. When people value diversity, they recognise and respect the fact that people are different and that these differences is generally a good thing. For example, when attempting to solve a problem, it is better to assemble a diverse team with many skills and many different ways of approaching the problem than it is to assemble a team that has all their strengths concentrated in one area. This in turn will not only benefit both the organisation and the team as a whole but also the service users who use the service.
2.4 Support others to challenge discrimination and exclusion.
My role as a lead teacher, one of my most important responsibilities, with regards to discrimination and exclusion is to ensure all staff have attended training and are fully aware of the workplace policies and procedures in this area. By ensuring staff have this information, knowledge and skills they will be more able to identify situations where discrimination is taking place and will be aware of the correct procedures to follow in the event of dealing with it. Supporting both staff and parents to challenge discrimination and make a complaint will also be part of my responsibility. Parents and others should also be supported and encouraged to complain if they feel discriminated against or excluded. By providing parents and others with details of where they can seek further support and advice regarding discrimination, will allow them to feel they have more choice and control over their lives. Every workplace should have the following in place to ensure both parents and others and staff knows how to complain whistle blowing policy, complaint procedure, appeals procedure once a complaint has been made it is important to monitor and review the situation to ensure it doesn’t happen again. Some complaints may result in a review of practice and a change to the workplace policies.
This is my experience in my home country St Hilda’s High School in St Ann, where sixteen-year-old head girl Jade Bascoe was recently stripped of her title as well as that of house captain because she is a Jehovah’s Witness, claimed much of our attention over the past few weeks. After one got past being shocked that this was even happening, attention became focused on the “what next” — how quickly and by what mechanism redress would be accomplished for this act of bigotry within the education system. It made the headline of the Gleaner. Based on her religion she was subjected to this, she lived beside my aunt but had to move. I uplifted her through encouraging words and they are presently in court fighting on her behalf.
3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion.
We have a goal which fully states our commitment of the service towards diversity, inclusion and equality. There is also written policies that reflect the rights and responsibilities of those using the nursery and it’s environment .Policies provide guidance for staff and visitors to the nursery on ways to ensure inclusive practice. Policies are developed in response to legislation (The Education Act 2011) By having these systems and processes in place it ensures that any discrimination is dealt with in the correct way and according to my workplace’s practices ensuring all individuals are treated in a fair and equal manner. Policies which promote equality and inclusion give out a positive message and encourage an atmosphere of mutual respect. There are also systems in place for effective monitoring, reviewing and reporting on progress in relation to equality of opportunity, diversity and inclusion. Monitoring includes, providing service users and their families with questionnaire’s to complete . Also by having a complaints procedure in place and ensuring everyone is aware of the procedure, individuals are able to voice their opinions and report any discrimination or inequalities they have experienced and access support. All complaints are carefully monitored and acted upon. As a member of the team, I share responsibility with my staff, to ensure that anti-discriminatory practice is promoted and also recognise when discrimination is happening.
Information gathered from the questionnaires is used to help build our nursery it helps us to do our evaluation and see what we need to improve on.
3.2 Evaluate the effectiveness of systems and processes in promoting equality, diversity, and inclusion in own area of responsibility.
It is important to evaluate the effectiveness of the systems, as this enables me to reflect on my current practice, look at my strengths and achievements and also to ensure any gaps are addressed . According to: Papanastasiou Elena C. This can be done by carrying out regular reviewing, monitoring and evaluating the effectiveness of my systems and processes. It will also provide opportunities to gather the views of colleagues, parents and others. Using self-evaluation in this way builds up the morale of the setting and reassures all involved that it is working to improve the quality and its effectiveness. My evaluation include:
How effective my current systems and processes are:
Do my policies and procedures cover all current legislations?
Is there an effective communication system in place for reporting\registering complaints?
Are children, parents and others happy with the service provided?
Is staff morale good?
An evaluation is done termly. We use parents and staff feedback to see where we are and where we are going. Through my eylog system I can see parent’s feedback and opinion on their kids. We also communicate daily and through workshops. I also look at communication among staff, parents and teachers.
3.3 Propose improvements to address gaps or shortfalls in systems and processes.
After evaluating the workplace the next stage is to decide what action needs to be taken to address gaps and shortfalls in systems and processes and produce a report of my findings, create an action plan setting out what changes are needed. It also includes details of how improvements will be made and a timescale for any changes to take place. All team members should be aware of their own role and responsibility regarding the implementation of the plan. All employees will be actively involve,so they are aware of what goals and improvements you are working towards and they can then be given their own responsibility using their strengths to participate in improving the service.
4.1 Describe ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care.
When working in educational environment, we are often faced with situations involving moral dilemmas. Therefore, it is very important that the lead teacher/ manager has a clear understanding of how everyone differs and has their own opinions and morals. When working with people we have a duty to protect their rights. If a proposed course of action or a proposed treatment could be harmful to the individual, we have to look at the advantages and disadvantages. We should ensure that environment safeguard individuals. Empowering an individual means ensuring that they know enough to make an informed choice about decisions that could affect the quality of their lives. This helps individuals to have control over their own lives. It is important that support workers empowering individuals to make their own decisions.
4.2 Explain the principle of informed choice.
Parents and others should be able to make informed choices about the services they receive and the most suitable treatments for themselves. They should be treated in ways that enhance their ability to choose, and should not undermine their capacity. Informed choice means that parents are encouraged to consider a range of options, that they have the decision, and share responsibility for the outcomes. My role is to give a fair but accurate advice and information about the options available, enabling them to make an informed and just decision based on that information. I would outlined the curriculum done the advantages and disadvantages because each child is different.
4.3 Explain how issues of individual capacity may affect informed choice.
For a parent or others consent to be valid, the person consenting must have the
Ability and knowledge to make the decision .It must be made voluntarily and the decision to consent or not consent to must be made alone, and must not be made because of pressure from staff, friends or family. They must be given full information about what the decision involves. The person must be capable of giving consent, which means that they understand the information given to them, and they can use it to make an informed decision. There may be several reasons why an individual is unable to make an informed choice and decisions can be made on behalf of the nursery without consent, if decisions are made in the person’s best interests. The reason could be because they have mental health or physical issues where they are unable to communicate their wishes and have a lack of understanding. Every adult has the right to make his or her own decisions and it must be assumed they can unless it is proved otherwise. Also, a person must be given all reasonable help before anyone treats them as though they are unable to make their own decisions. Just because someone makes what might be seen as a poor decision, it should not be assumed that they are unable to make any decisions. Any decision made for a person who is unable to so for themselves must be done in their best interests. Any decisions made for someone else should not restrict their basic rights and freedoms.
4.4 Propose a strategy to manage risks when balancing individual rights and duty of care in own area of responsibility.
This may involve carrying out risk assessments which allow the individual to undertake positive risk taking, whilst protecting and safeguarding them. Positive risk taking is about looking at the potential risks but also the benefits it could have and developing plans and actions that reflect the positive outcome for all. It involves using available support to achieve positive outcomes, and to minimise the potential harmful outcomes. It is a very carefully thought out strategy for managing a specific situation or set of circumstances. This is done by:
Balance risk of harm with the benefits of independence and choice.
Enable people to make informed and positive choices.
Support people to manage risk and setbacks
Mutual accountability in choices and decisions.
Keep people informed.
Regular monitoring and reviewing situation through team meetings and partnership working with parents, other stakeholders , family, staff and friends.
Champion equality, diversity and inclusion