| Page 6 | | | 1.2. Explain the importance of promoting the rights of all children and young people to participation and equality of access. | Page 6 | | | 1.3. Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. | Page 6,7Appendix 1(pg12,13) | | | 1.4.
Karen Hill Unit 3 Equality, Diversity and Inclusion in Work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity At The Meadows Community Primary School there are a range of policies which set out guidelines and procedures for ensuring equality. These must take into account the rights of all individuals and groups within the school. Policies must also pay regard to the values and practice which are apart of all aspects of school life. It is important for myself to understand relevant legislation and it’s purpose, as this will help me in my role as a teaching assistant and make me aware of my responsibilities.
Children have rights , thoughts and opinions and they are valued. Procedures for schools to follow to ensure inclusion and this links into Special Education Needs and the disability act. Codes of practice gives guidance on how to ensure people of different races and treated equally. Protects children against discrimination focus on inclusion and protects children against discrimination. Gives guidance and support to school staff and ensure high quality service and the best practice possible.
141- professional practice in children's care, learning and development. 1.1 analyse how values, principles and statutory frameworks underpin service provisions in children's care, learning and development in UK home nation. The principle of an early year sector is that the welfare of the children is paramount. Practitioners that work in early year sector contribute to children’s care, learning and their development, and protecting children who are in a safeguarding issue example, abuse. This is supported in every aspect of practice in the settings and the service provision practitioners will work with parents and their families who are partners in the care, learning and development, safeguarding of their children and are the child’s first and most enduring
1.1 Working with children and family takes places within a legal context, Section 11 of the children Act 2004 places a statutory duty on the key people and bodies to make arrangement to safeguard and promote the welfare of children. Though my project contains mainly adult with learning difficulties, all organisations that works with children and family share a common commitment to safeguard and promote their welfare and for many agencies that is underpinned by a statutory duty. It is very important that all organisation working to safeguard children understands their full responsibilities, accountability and duties as set out by the law Working Together to safeguard children sets out the guidelines on how organisation and individuals should work together to safeguard and promotes the welfare of children and young people. This policy states that all organisations that provide services or work with children and young people should: 1.Have senior managers that are committed to children and young people safeguard and promotes children, 2. Be clear about people’s responsibilities to safeguard and promote children’s welfare.
In the setting in which I am situated there are policies which are relevant to promoting children and young peoples positive behaviour. Firstly the Behaviour Policy. This policy explains about behaviour and also includes the following; the schools code of conduct, rewards and sanctions and how to deal with conflict and inappropriate behaviour. The school aim to promote emotional growth, by encouraging children to take responsibility for their own actions and through developing self discipline, and respect for themselves, others and the environment. This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning.
These are the right to survival; the right to the development of their full physical and mental potential; the right to protection from influences that are harmful to their development; and the right to participation in family, cultural and social life. The Convention protects these rights by setting minimum standards that governments must meet in providing healthcare, education and legal and social services to children in their countries. The Convention defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood as younger than 18. The guiding principles of the Convention are: all children should be entitled to basic rights without discrimination; the best interests of the child should be the primary concern of decision-making; children have the right to life, survival and development; the views of children must be taken into account in matters affecting them. There are many articles including article 31 which
UNIT 3 – EQUALITY, DIVERSITY AND INCLUSION IN WORK WITH CHILDREN AND YOUNG PEOPLE Learning outcome 1: Understand the importance of promoting equality and diversity in work with children and young people 1.1Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity Achieved in Unit 10 1.2 Describe the importance of promoting the rights of all children and young people to participation and equality of access It is very important to promote the rights of all children and young people to participation and equality of access. In line with legislation from the Equality Act (2006), Disability Equality Duty (2005) and Race Relations Act (2000), my school has developed a policy “Equality Plan” to which all member of staff must be aware of, stating that we must treat all children and young people fairly, equally and with respect. we ensure that all children have access to a wide and enriched curriculum regardless of their background, race, culture, gender or disability. This will enable the children to achieve to their personal best and to feel valued as individuals. It will also encourage to build positive relationships within and outside the school.
Standard 2 :Area of knowledge 2 ; Legislation, Policies and practices (a)Know about the important laws relating to children and young people, and where you can get more information. There are a number of laws relating to children and young people, they include The United Nations Convention on the Rights of the Child 1989-This is an agreement by the governments of the world and prompted the legislation of The Children’s Act 1989. The convention drew clear and concise lines for safeguarding and protecting children. These are: The right to a childhood, (including protection from harm) The right to be educated (All girls and boys completing primary school) The right to be healthy (including having clean water, nutritious food and medical
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning; 2. Every child has unique characteristics, interests, abilities and learning needs; 3. Educational systems should be designed, and educational programmes implemented, to take into account the wide diversity of these characteristics and needs; 4. Those with special educational needs must have access to regular schools, which should accommodate them within a child-centred pedagogy capable of meeting those needs; 5. Regular schools with this inclusive orientation are the most effective means of