Equality of opportunity
1.12 Valuing diversity and promoting inclusion and equality
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 social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parents 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 disability or impairment or may have parents that are affected by disability or impairment.
Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.
We understand that these factors affect the well-being of children and can impact on their learning and attainment.
Cullompton Pre-School is 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 our 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 and diverse family structures, diverse 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 the heart of our pre-school and all of the activities of the setting; and
- foster good relations between all communities.
The pre-school is open to all members of the community.
- We advertise our service within our community.
- 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 aim to provide information in different languages whenever necessary.
- We base our admissions policy on a fair system and have a procedure that we refer to.
- We ensure that all parents are made aware of our Valuing Diversity and Promoting Inclusion and Equality policy.
- We do not discriminate against a child or their family, or prevent entry to the pre-school, on the basis of a protected characteristic as defined by the Equalities Act 2010. These are:
- gender reassignment;
- religion or belief;
- sexual orientation;
- pregnancy and maternity; and
- marriage and civil partnership.
- Marital status
- We do not discriminate against a child with a disability or refuse a child entry to the pre-school for reasons relating to disability.
- We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.
- We take action against any discriminatory, prejudice, harassing or victimising behaviour by staff, parents, carers or volunteers whether by:
- direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from attending pre-school.
- 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. assuming someone is gay because of their mannerism or how they speak.
- We will forward plan, as far as is possible, to meet every child’s individual needs prior to them starting at pre-school, to ensure we have everything in place.
- 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 and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.
- Posts are advertised 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 checks by the Disclosure Barring Service (DBS). This ensures fairness in the selection process.
- We monitor our application process to ensure that it is fair and accessible.
- We provide training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.
- We ensure that 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 promoting equality, valuing diversity and inclusion.
The curriculum offered in our pre-school encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
Our environment is as accessible as possible for all visitors and service users. If access to the pre-school 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 children;
- making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
- making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
- 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;
- celebrating a range of relevant festivals;
- creating an environment of mutual respect and tolerance;
- differentiating the curriculum to meet children’s special educational needs;
- helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
- ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;
- ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and
- ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.
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 where appropriate.
- For families who speak languages other than English, we will develop means to ensure their inclusion.
- We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.
- We encourage fathers to be involved in their child’s development, including those fathers who do not live with the child.
- We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met.
- We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.
- Information about meetings is communicated in a variety of ways – written, verbal and in translation (whenever possible) – to ensure that all families have information about and access to the meetings.
Monitoring and reviewing
- To ensure our policies and procedures remain effective we will monitor and review them annually to ensure our strategies meet the overall aims to promote equality, inclusion and valuing diversity.
- We provide a complaints procedure and a complaints summary record is available for parents to see.
- The Equality Act 2010
- Children Act 1989, 2004
- Special Educational Needs and Disability Code of Practice 2014
- Children and Families Act 2014
Other useful Pre-school Learning Alliance publications
- Guide to the Equality Act and Good Practice (2015)
- Where’s Dad? (2009)
- SEND Code of Practice for Early Years (2014)
|This policy was adopted at a meeting of||Cullompton Pre-School||name of setting|
|Held on||16th February 2011||(date)|
|Date to be reviewed||February 2012||(date)|
|Signed on behalf of the management committee||
E M Jones
|Name of signatory||Emma Jones|
|Role of signatory (e.g. chair/owner)||Chairperson|
|Previously reviewed on:-||22nd February 2016
|Previously reviewed on:-
|27th February 2017
On behalf of the Chair
|Previously reviewed on:-
|26th February 2018
|Previously reviewed on:-||25th February 2019||By||Alex Fox
|Reviewed by Staff on:
|24th February 2020|
|Reviewed by Committee on:
|Date of next review:
|Signed on behalf of the Management
|Name of Signatory (printed):
|Role of Signatory (e.g. Chairperson)