There are systems in place to help children who do not speak English as their first language, settings could use sign language for those that may have a hearing impediment or use picture cards to make it easier to communicate. Along with the equality act comes the inclusion policy which is there to make all children feel included. | Children’s act 2004 | The Children Act 2004 made multi-agency working compulsory and introduced positive outcomes.The Act aims to support every service for children helps to focus on improving all outcomes for all children within settings. They aim to do this by making sure that all settings talk to each other and share information. There are 5 outcomes that must be met: * Stay Safe * Healthy * Enjoy and achieve * Economic well-being * Positive contribution | Data protection
3.4: Promote children and young people’s positive behaviour. 1.2 Evaluate how the policies and procedures of the setting support children and young people to: * Feel safe- A school should ensure that every child attending the school feels safe. Policies like Safeguarding children ensure that the right procedures are in place to protect children. All staff working within the school should be trained on the correct procedures for safeguarding children. Anti-bullying policies are in place in school to ensure the children know that bullying is not acceptable behaviour but a child should feel confident enough to report an incident if one occurs and should know who they can go to within the school to discuss any such situations.
4.1 Summarise the laws and codes of practice affecting work in academy's. 4.2 Explain how legislation affects how academy's work. The Children’s Act 2004 And Childcare Act 2006 The ultimate goal is to make the United Kingdom a safer and better place for all children, to improve the well-being of all children. It also specifies the inclusion of disabled children in these aims. It also aims to provide child care and information about this to all parents and carers.
209 Support children and young people’s positive behaviour. 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures in place in my setting relevant to promoting children and young people’s behaviour are, • Behaviour policy • Anti-bullying policy • Attendance • Dealing with conflict and inappropriate behaviour • Rewards and sanctions • Code of conduct Behaviour policy The behaviour policy is a guideline to staff on how pupils should behave. It is important for all staff to apply the behaviour policy for the safety of all pupils and staff. The behaviour policy should be clear for all staff, pupils and parents to understand and be followed at all times.
III. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. IV. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge,
The behaviour policy should be clear for all staff, pupils and parents to understand and be followed at all times. Anti-bullying policy The anti-bullying policy is something all pupils should follow; staff should encourage good behaviour and respect for others and prevent any form of bullying. Any child that feels they are being bullied should feel comfortable enough to talk to any member of staff and all parents should feel equally as comfortable in talking to a member of staff knowing that it will get dealt with in the right way following the policy put in place. Attendance For children and young people to get the best out of their education it is vital they attend school regularly, regular time off school will seriously affect their learning and routine. It is an offence to keep children off school without a good reason and may result in the parents being prosecuted.
Child protection policy: Being alert to signs of abuse and to understand my responsibility to report any signs of abuse to the designated safeguarding officer. Reason: To establish and maintain an environment that is safe and secure for all of the young people. Equal opportunities policy: My role is to deal with any prejudice-related incidents that may occur, to support all pupils in the classroom including those with disabilities and those whom English is an additional language and to keep up to date with equalities legislation relevant to my work. I must also report any incidents in which I believe do not follow equal opportunities legislation. Reason: To see that all students are of equal value, to respect differences, to share a sense of cohesion, to ensure staff retention and development, to remove inequalities that may already exist, to consult others widely and to benefit society as a whole.
All learners should be given equal rights to participate in all activities of learning regardless of age, sex, religion and race. Equality: Equality is making sure that every student is treated in the same way and their needs are met in different ways. All learners are entitled to education according their needs, regardless of any difference. * A teacher has to be aware of the different learning styles of each student and be patient, listen and help learners overcome their learning difficulties. Learning challenges should be set appropriate to different pupils, promoting equality through different teaching methods.
That we respect their culture and customs or their families and they also has the right to know and grow up with the support of their families and recognises children’s rights to play and to be active participants in all matters of their lives. * A brief summary of Articles 3, 9, 12 and 19 of the United Nations Convention of the right of a child - Article 3: Best interest of the child Children must be top priority in safety and wellbeing. Laws and action that affect children should always put their interest 1st and benefit them in the best way. To ensure the child is protected from all forms of discrimination. The State will provide adequate care when parents or other primary carers with
The main purpose is to ensure that every child receives the best and most efficient education by placing them in the best learning environment that can be available for these students. Inclusive schooling is both a belief and a practice where all children learn in their local schools in classes with students their own age. This includes students that are disabled, gifted and children from a wide range of racial and cultural backgrounds, and more. A fully inclusive school enrols and effectively supports all learners, regardless of ability and aims to create targets for students and for every student to reach those targets. The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’.