9.1Valuing Diversity and Promoting Inclusion and Equality

9.1Valuing diversity and promoting inclusion and equality

Policy statement

Hermitage Pre School are committed to ensuring that our service is fully inclusive in meeting the needs of all children.

Hermitage Pre School recognise that children and their families come from a wide range of backgrounds with individual needs, beliefs and values. Theymay grow up in family structures thatinclude one or two parents of the same or different sex. Children may have close links or live with extended families of grandparents, aunts, uncles and cousins; while other children may be more removed from close kin, or may live with other relatives or foster carers. Some children come from families who experience social exclusion, severe hardship; discrimination and prejudice because of theirethnicity, disability and/or ability, the languages they speak, their religiousor personal beliefs, their sexual orientation and marital status. Some individuals face discrimination linked to their gender and some women are discriminated against because of their pregnancy and maternity status. [We/I] understand that all these factors can affect the well-being of children within these families and mayadversely impact on children’s learning, attainment and life outcomes.

Hermitage Pre School are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families using our setting. We aim to:

• promote equality and value diversity within our service and foster good relations with the local community;
• actively include all families and value the positive contribution they make toour service;
• promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
• provide a secure and accessible environment in which every child feels safe and equally included;
• improve our knowledge and understanding of issues relating to anti-discriminatory practice,
• challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely:
• age;
• gender;
• gender reassignment;
• marital status;
• pregnancy and maternity;
• race;
• disability;
• sexual orientation; and
• religion or belief.
• where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.

Procedures

Admissions

Hermitage Pre School setting is open and accessible to all members of the community.

• We base our Admissions Policy on a fair system.
• We do not discriminate against a child or their family in our service provision, including preventing their entry to our setting based on a protected characteristic as defined by the Equality Act (2010).
• Hermitage Pre School advertise our service widely.
• Hermitage Pre School provide information in clear, concise language, whether in spoken or written form and provide information in other languages (where ever possible).
• Hermitage Pre School reflect the diversity of our community and wider society in ourpublicity and promotional materials.
• Hermitage Pre School provide information on our offer of provision for children with special educational needs and disabilities.
• Hermitage Pre School ensure that all parents are made aware of ourValuing Diversity and Promoting Equality Policy.

• Hermitage Pre School make reasonable adjustments to ensure that disabled children can participate successfully in the services and in the curriculum offered by the setting.
• Hermitage Pre School ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.
• Hermitage Pre School take action against any discriminatory, prejudice, harassing or victimising behaviour by ourstaff, volunteers or parents whether by:

-direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of a specific ethnic group from using the service;

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

-discrimination arising from a disability –someone is treated less favourably because of something connected with their disability e.g. a child with a visual impairment is excluded from an activity;

-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.

• We will not tolerate behaviour from an adult who demonstrates dislike or prejudice towards individuals who are perceived to be from another country (xenophobia).
• Displaying of openly discriminatory xenophobicand possibly offensiveor threatening materials, name calling, or threatening behaviour are unacceptable on, or around, ourpremises 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.

Employment

• Hermitage Pre School advertise posts and all applicants are judged against explicit and fair criteria.
• Applicants are welcome from all backgrounds and posts are open to all.
• Hermitage Pre School 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 job descriptions include a commitment to promoting equality, and recognising and respecting diversity as part of their specifications.

Hermitage Pre School monitor our application process to ensure that it is fair and accessible.

Training

• Hermitage Pre School seek out training opportunities for our staff and volunteers to enable them to develop anti-discriminatory and inclusive practices.
• Hermitage Pre School ensure that[our staff areconfident and fully trained in administering relevant medicines and performing invasive care procedures on children when these are required.
• Hermitage Pre School review our practices to ensure that we are fully implementing ourpolicy for Valuing Diversity and Promoting Equality.

Curriculum

The curriculum offered in oursetting encourages children to develop positive attitudes about themselves as well asabout people who are different from themselves. It encourages development of confidence and self esteem, empathy, critical thinking and reflection.

Hermitage Pre School ensure that our practice is fully inclusive by:

• creating an environment of mutual respect and tolerance;
• modelling desirable behaviour to children and helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
• positively reflecting the widest possible range of communities within resources;
• avoiding use of stereotypes or derogatory images within our books or any other visual materials;
• celebrating locally observed festivals and holy days;
• ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning;
• ensuring that disabled children with and without special educational needs are fully supported;
• ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages

Hermitage Pre School will ensure that Ourenvironment is as accessible as possible for all visitors and service users. We do this by:

• undertaking an access audit to establish if the setting is accessible to all disabled children and adults. 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.
• fully differentiating the environment, resources and curriculum to accommodate a wide range of learning, physical and sensory needs.

Valuing diversity in families

• Hermitage Pre School welcome the diversity of family lifestyles and work with all families.
• Hermitage Pre School encourage children to contribute stories of their everyday life to the setting.
• Hermitage Pre School 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, wewill develop means to encourage their full inclusion.
• Hermitage Pre School offer a flexible payment system for families experiencing financial difficultiesand offer information regarding sources of financial support.
• Hermitage Pre School take positive action to encourage disadvantaged and under-represented groups to use the setting.

Food

• Hermitage Pre School work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met where ever possible.
• Hermitage Pre School help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.

Meetings

• Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
• Hermitage Pre School positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.
• Information about meetings is communicated in a variety of ways - written, verbal and where resources allow in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.

Monitoring and reviewing

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

Public Sector Equality Duty

• Hermitage Pre School have regard to the Duty to eliminate discrimination, promote equality of opportunity, foster good relations between people who share a protected characteristic and those who do not.

Legal framework

The Equality Act (2010)

Children Act (1989) & (2004)

Children and Families Act (2014)

Special Educational Needs and Disabilities Code of Practice (2014)

This policy was adopted by / (name of provider)
On / (date)
Date to be reviewed / (date)
Signed on behalf of the provider
Name of signatory
Role of signatory (e.g. chair, director or owner)

Other useful Pre-school Learning Alliance publications

• Guide to the Equality Act and Good Practice (2015)
• SEND Code of Practice 2014 for the Early Years (2014)
• Where’s Dad? (2009)

9.2 Supporting children with special educational needs

Policy statement

Hermitage Pre School provide an environment in which all children with special educational needs (SEN) are supported to reach their full potential.

• Hermitage Pre School have regard for the Special Educational Needs and Disability Code of Practice (2014).
• Hermitage Pre School have in place a clear approach for identifying, responding to, and meeting children’s SEN[1].
• Hermitage Pre School support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
• Hermitage Pre School work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEN and their families.
• Hermitage Pre School regularly monitor and review [our/my] policy, practice and provision and, if necessary, make adjustments.

Procedures

• We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is:

Melanie Needham

• The SENCO works closely with our manager and other colleagues and has responsibility for the day-to-day operation of our Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN.
• Hermitage Pre School ensure that the provision for children with SEN is the responsibility of all members of the setting.
• Hermitage Pre School ensure that our inclusive admissions practice ensures equality of access and opportunity.
• Hermitage Pre School provide a broad, balanced and differentiated curriculum for all children.
• Hermitage Pre School apply SEN support to ensure early identification of children with SEN.
• Hermitage Pre School use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress.
• Hermitage Pre School ensure that parents are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes
• Hermitage Pre School where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.
• Hermitage Pre School provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
• Hermitage Pre School] liaise and work with other external agencies to help improve outcomes for children with SEN.
• Hermitage Pre School] have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Health and Care (EHC) assessment.
• Hermitage Pre School provide resources (human and financial) to implement our Supporting Children with Special Educational Needs Policy.
• Hermitage Pre School ensure that all [our/my] staff are aware of [our/my] Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. We provide in-service training for parents, practitioners and volunteers.
• Hermitage Pre School raise awareness of our special education provision via our website and or promotional materials.
• Hermitage Pre School ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.
• Hermitage Pre School provide a complaints procedure.
• Hermitage Pre School monitor and review our policy annually.

Further guidance

• Early Years Foundation Stage Statutory Framework (DfE 2014)
• Working Together to Safeguard Children (DfE 2015)
• Special Educational Needs and Disability Code of Practice (DfE & DoH 2014)

This policy was adopted by / (name of provider)
On / (date)
Date to be reviewed / (date)
Signed on behalf of the provider
Name of signatory
Role of signatory (e.g. chair, director or owner)

Other useful Pre-school Learning Alliance publications

• Guide to the Equality Act and Good Practice (2010)
• SEND Code of Practice for the Early Years (2014)

9.3 Social Wellbeing Audit

Please include comments and actions for each question answered ‘No’.

Audit Area

/ Yes / No / Comments / Actions to be taken
Has the setting planned and implemented a behaviour strategy?
Does the setting have a named and suitably skilled behaviour coordinator as per the EYFS safeguarding and welfare requirements?
Is Leuven’s assessment scale for children’s well-being and involvement used in the setting?
Are the dynamics of the setting managed to ensure a balanced intake of children? (For example, age, needs and sex of children)
If used, are approved methods of rewards and sanctions used consistently by all staff?
Do all staff understand and apply the same approved methods for intervening in minor incidents of unwanted behaviour? (For example, conflict resolution approach)
Audit Area / Yes / No / Comments / Action to be taken
Are all staff trained to understand:

• Methods for initial intervention, identification and analysis of unwanted behaviours

• Methods for adapting/changing behaviours

• Appropriate reward and sanctions methods

• Alternative communication systems

• Safeguarding

• Inclusion

• Emotional literacy

• Risk assessment

Audit Area / Yes / No / Comments / Action to be taken
Do all staff understand and use an approved method for identifying and analysing unwanted behaviours? (For example, antecedent, behaviour and consequence chart)
Do the policy and procedures on behaviour incorporate related EYFS requirements?
Are policy and procedures relating to ‘management’ of behaviour reviewed and updated annually?
Do children have regular access to an outdoor environment?
Are all areas of the indoor and outdoor play environments uncluttered and defined?
Is there sufficient space for children to move around freely in all areas of the play environment?
Do children have access to quiet areas?
Is there control of natural/artificial light in play areas?
Audit Area / Yes / No / Comments / Action to be taken
Can the temperature of the play environment be controlled?
Is the internal play environment free from unnecessary noise?
Are there sufficient general resources for children of all ages and abilities?
Are unfavourable acoustics in the play area managed to prevent noise distortion? (for example,. introduction of soft furnishings, canopies etc)
Are supplementary methods of communication used in the setting? (For example, signing)
Are pictorial symbols used to improve children’s understanding of the daily timetable? (For example, picture exchange communication)
Are known trigger points for conflict in the setting managed?
Name of behaviour coordinator person completing the audit: / Date:
Name and signature of manager overseeing the audit: / Date
Review date:

9.4 Access Audit

Key

A: Annual check; M: Monthly check; W: Weekly check; D: Daily check; H: Hourly check.

Approach to the building

/ Key / Yes / No / Comment/Action
Are there disabled parking facilities?
Are kerbs lowered?
Is the entrance gate wide enough for wheelchair users?
Are there orientation landmarks for visual impairment?
Is the route clearly signed?
Are support rails or resting platforms provided on inclines?
Are all surface coverings even and non-slip?
Are pathways clear of obstructions?
Are all areas adequately lit?
Do steps and handrails accompany ramps?
Are steps suitable and highlighted for differentiation?
Are resting platforms available and highlighted?
Is there adequate lighting at the front and along the route to the building?
Entrances / Key / Yes / No / Comment/Action
Is there an entry phone and/or a doorbell and are they at a reasonable height for wheelchair users?
Is there a level or flush threshold?
Are doors easy to open and doorways wide enough for all users to pass through and clear the door swing?
Are glazed doors marked for safety/visibility?
Are door closer mechanisms appropriately adjusted (so as not to close too quickly)?
Are door controls (handles/knobs) at a suitable height, clearly located and easy to use?
Is the information on the welcome board in a range of formats and at an appropriate height to suit varying needs?
Is the entrance signposted and easy to find?
Is the route to the destination clearly marked?
If applicable, is the doormat in a good condition and flush with the floor?
If an induction loop is fitted, is it working?
Can people either side of the door be seen?
Are surfaces non-slip?
Is lighting adequate?
Inside the building / Key / Yes / No / Comment/Action
Are all floor surfaces suitable?
Are the acoustics of the building suitable for children/adults with hearing impairments?
Are there colour and tonal contrasts to help distinguish fixtures and fittings from surfaces, walls and floors?
Is there a disabled WC facility?
Is there a handrail in one of the children’s WCs?
Are support rails available in relevant areas?
Is the environment free from unnecessary noise?
Are audible, manual and mechanical alarm systems supplemented with visual and verbal warnings?
Are all areas in the building wide enough for adults and children using mobility equipment to manoeuvre?
Are fittings fixed without dangerous edges?
Are travel routes clutter free (e.g. from shoes and buggies)?
Is there control of natural/artificial light to avoid glare/silhouettes and is lighting adequate?
Are door closer mechanisms appropriately adjusted (so as not to close too quickly)?
Are door controls (handles/knobs) at a suitable height, clearly located and easy to use?
Completed by (name): / Date:
Date of next audit:

9.5 British values