EQUALITY OF OPPORTUNITY & DIVERSITY, INCLUDING INDIVIDUAL & SPECIAL EDUCATIONAL NEEDS POLICY

Date policy was adopted: / Date of Review: / Signed on behalf of
OCTOBER 2015 / OCTOBER 2016 / W.Scanlan

Our setting is committed to taking positive and proactive steps to ensure we provide a safe, stimulating and caring environment, free from discrimination, for everyone in our care.

We take great care to treat each individual person with equal rights and responsibilities, whether they are an adult or a child. We are committed to providing equality of opportunity and anti-discriminatory practice for all children and families according to their individual needs.

Discrimination on the grounds of gender, age, race, religion or belief, marriage or civil partnership, disability, sexual orientation, gender reassignment, pregnancy or maternity, ethnic or national origin, or political belief has no place within this nursery.Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the Nursery manager at the earliest opportunity.

The legal framework for this policy is based on:

  • Equality Act 2010
  • Children Act 2004
  • Childcare Act 2006
  • Special Educational Needs and Disability Act 2001
  • EYFS Statutory framework 2014
  • Sex discrimination Act 1975
  • Disability Discrimination act 1995
  • Race Relations (Amendment) Act 200

Aims

The nursery and staff are committed to:

  • Recruiting, selecting, training and promoting individuals on the basis of occupational skills requirements. In this respect, the nursery will ensure that no job applicant or employee will receive less favourable treatment on the grounds of age, sex, gender reassignment, disability, marriage or civil partnership, race, religion or belief, sexual orientation and pregnancy or maternity which cannot be justified as being necessary for the safe and effective performance of their work or training
  • Providing a childcare place, wherever possible, for children who may have learning difficulties and/or disabilities or are deemed disadvantaged according to their individual circumstances, and the nursery’s ability to provide the necessary standard of care.
  • Striving to promote equal access to services by taking practical steps, (wherever possible and reasonable) such as ensuring access to people with additional needs and by producing materials in relevant languages and media for all children and their families.
  • Providing a secure environment in which all our children can flourish and all contributions are valued.
  • Including and valuing the contribution of all families to our understanding of equality, inclusion and diversity.
  • Providing positive non-stereotypical information.
  • Continually improving our knowledge and understanding of issues of equality, inclusion and diversity.
  • Regularly reviewing childcare practice to ensure the policy is effective and practices are non-discriminatory.
  • Making inclusion paramount, by encouraging positive role models through the use of toys, imaginary play and activities, promoting non-stereotypical images and language and challenging all discriminatory behaviour.
  • Acknowledge and celebrate a wide range of religions, beliefs and festivals.
  • Create an environment of mutual respect and empathy.
  • Help children to understand that discriminatory behaviour and remarks are unacceptable.
  • Ensure that all early learning opportunities offered are inclusive of children with learning difficulties and/or disabilities and children from disadvantaged backgrounds.
  • Ensure that children whose first language is not English have full access to the early learning opportunities and are supported in their learning.

Wendy Scanlan is the Equal opportunities Lead and Special Educational needs coordinator.

Admissions

  • We will strive to promote equal access to services by taking practical steps such as ensuring access to disabled people and producing material in relevant languages and media.
  • We base our admissions policy on a fair system, we never discriminate against a child or family on the basis of race, religion, home language, ability, gender or disability.

Valuing diversity in families

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

2 We encourage children to contribute stories of their everyday life to the nursery.

3 We encourage parents/carers to take part in the life of the setting and to contribute

fully.

4 For families who speak languages in addition to English, we will develop means to

ensure their full inclusion.

Recruitment (See staffing recruitment, deployment and development policy)

  • Application forms will not include questions that potentially discriminate against the grounds specified in the statement of intent.
  • At interview, no questions will be posed which potentially discriminate against the grounds specified in the statement of intent.
  • All candidates will be asked the same questions, and members of the interview panel will not introduce nor use any personal knowledge of candidates acquired outside the selection process.
  • Candidates will be given the opportunity to receive feedback on the reasons why they were not successful.

Staff

It is the policy at The Wendy House Nursery not to discriminate in the treatment of individuals. All staff are expected to co-operate with the implementation, monitoring and improvement of this and other policies. All staff are expected to challenge language, actions, behaviours and attitudes which are oppressive or discriminatory on the grounds as specified in this policy. All staff are expected to participate in equality and inclusion training.

Training

The nursery recognises the importance of training as a key factor in the implementation of an effective inclusion and equality policy. The nursery will strive towards the provision of inclusion, equality and diversity training for all staff on a regular basis in partnership with outside agencies. The SENCo will attend regular drop in sessions with the Local Authority to receive up dated information.

Food:

  • We work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.
  • We will help children to learn about a range of food and cultural approaches to meal times and to respect the differences among them.
  • We will provide opportunities for children to experience a wide range of foods and experiences using the Eat better, do better materials.

Special Educational Needs:

Definition of Special Educational Needs (SEN)

“Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them”. As defined by the equality act 2010 for those who have Special Educational Needs and disabled children.

At The Wendy House Nursery we strive to provide a broad and balanced curriculum for all children. The Early Years Foundation Stage is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, staff set suitable learning challenges and respond to children’s diverse learning needs. All children progress at different paces and the manager oversees all assessment to support all staff to plan and support next steps for all children. We are aware that some children may need ‘additional’ or ‘different’ help from that given to other children of the same age.

We aim to provide:

  • An environment that meets the Individual needs of each child;
    to ensure that any additional need or Special Educational Need is identified, assessed and provided for;
  • to make clear the expectations of all partners in the process;
  • to identify the roles and responsibilities of staff in providing for children’s Individual and Special Educational Needs;
  • to enable all children to have full access to all elements of the nursery’s curriculum;
  • to ensure that parents are able to play their part in supporting their child’s education
  • to ensure that our children have a voice in this process.

Inclusion

At The Wendy House Nursery we have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our nursery community. Our setting is fully accessible to wheelchairs. Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning
  • acquire, assimilate and communicate information at different rates;

Staff respond to children’s needs by:

  • planning for children’s full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely (see behaviour management policy)

Staff use a range of strategies to meet children’s individual needs. Planning supports individual and groups of children. Activities have clear learning objectives, we differentiate work appropriately, and we use assessment to inform the next stage of learning.

Special Educational Needs

Children with Special Educational Needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives.

Children have a learning difficulty if:

‘they have significantly greater difficulty in learning than the majority of children of the same age;
they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age;

On entry a range of information is gathered from parents/carers and we use this as a basis for each child’s starting points. We use this information and build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.

If our assessments show that a child’s development is showing a risk of delay, we use a range of strategies that make full use of all available resources.

In liaison with the Special Educational Needs Co-ordinator (SENCo) the child’s Key person will:

  • Offer interventions that are ‘different from’ or ‘additional to’ those provided as part of the nursery’s usual working practices.
  • keep parents informed and draw upon them for additional information.

If the SENCo, Key person and parents feel that the child would benefit from further support, the SENCo will then:

  • take the lead in further assessments of the child’s needs.
  • Parental permission will be sought and at this point an Individual Action Plan will be developed.

The IEP will show the short-term targets set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term. Parents will be involved in the writing and review of each IEP. If the IEP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. Early identification is vital. Nursery staff inform the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.

The staff and the SENCO assess and monitor the children’s progress in line with existing nursery practices. This is an ongoing process. Individual Education Plans (IEPs), which employ a small-steps approach, feature significantly in the provision that we make in the nursery. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success

Wendy Scanlan liaises closely with the Local Authority and with parental permission further support and external advice can be sought (SEE EYINC1). The setting will follow the advice of the Local Authority In most cases, children will be seen in the nursery by external support services. This may lead to ‘additional’ or ‘different’ strategies and external support outside of the nursery. External support services will provide information for the child’s new IEP. We have termly meetings with parents to review the progress of their children against the targets set in the IEP and to set new targets for the next term. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with Special Educational Needs.

Early Help (previously CAF)

Early Help is a shared assessment and planning framework for the use across all children’s services. It aims to help the early identification of children and young people’s additional needs and promote co-ordinated service provision to meet them. Early Help is aimed at children and young people with additional needs who have needs that are not being met by their current service provision. Early Help will be offered to all parents if required in line with the Wigan’s Threshold of need

Role of the SENCo:

Wendy Scanlan will:

  • co-ordinate the provision for and manages the responses to children’s special needs;
  • support and advise colleagues;
  • oversee the records of all children with Special Educational Needs;
  • act as the link with parents;
  • act as link with external agencies and other support agencies;
  • monitor and evaluate the Special Educational Needs provision.
  • manage a range of resources, human and material, to enable appropriate provision for children with Special Educational Needs;
  • contribute to the professional development of all staff.
  • Update the SEN register
  • work closely with parents and Key person to plan an appropriate programme of support.

Useful contacts/ Supporting Legislation/guidance:

Children in Need Team 01942 828300

OFSTED 0300 123 1231

Safeguarding Vulnerable Groups Act 2006

Every Child matters

Children Act 2004

Working Together to Safeguard Children 2013

What to do if you are concerned a child is being abused 2006

Guidance for Safer working practice for adults who work with children and young people

EYFS Statutory Framework 2014

SEN Code of Practice 2001

Change for Children co-ordinator 01942 487078

Relating policies:Safeguarding including child protection, Suitable people, Recruitment and induction, Admissions, Care Learning and Play, Behaviour management.