Disability discrimination Act 2005 is the policy that protects the rights of all those with disabilities. Disability discrimination Act 2005 is the policy that places a duty for schools to produce a disability equality scheme and an access plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. Special educational needs and disabilities Act 2001 is the policy that makes it unlawful to discriminate against pupils with a special educational need or a disability. It is important to understand the cultural diversity of the pupils within the school structure and particularly those you are supporting.
Section 17 states that services must be put in place to promote and safeguard the welfare of children who are in need. The Childrens Act (2004) - This aims to bring agencies closer together to form a net of services for all and it provides a legal framework for Every Child Matters. It also provides a common assessment of children’s needs. Another part of this act is to provide a shared database of information which is relevant to the safety and welfare of children and to give earlier support for parents who are experiencing problems. The Education Act (2002) – This sets out the responsibilities of Local Education Authorities, Head teachers, those working in schools and the governing body.
For example, learning environments and learning activities are adapted to ensure that all children are able to access all areas of the curriculum and all children have the same learning opportunities. All children are encouraged to be active participants in their own learning. This means that all children have and can make the same choices in a setting and the needs and interests of all children are considered and catered for. This ensures positive, successful learning outcomes. Services and practitioners counter conscious and unconscious discrimination that may prevent children from thriving, and their carers from being able to fully and actively participate in the setting/services.
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.
This promotes community, consistency and amalgamation through understanding and respecting others. Inclusive practice is important because it aims to deliver improved outcomes for all children and others, and it seals the achievement gap between disadvantaged children and others. To reflect inclusion in the work setting one must reflect diversity in society. As an example one can do the following things; * Providing clear I information in as many languages as possible * Having a fair admission policy whereby it eliminates any type of discrimination * Ensuring that there is a balance of different gender * Taking the necessary action against discriminatory behavior by staff or by parents. * Having the setting accessible to everyone and if the setting is found to and treat disabled children or adults less
Also supporting and promoting the wellbeing of children and young people and ensuring that this is being promoted in and out the setting to all children and young people. Always making sure that the child and young person fulfill of the opportunties which all children and young people should be offered. Discrimination is also within the wider concept of child protection. All children and young people should all be treated equality and their needs should always be meet with the support from staff members. Children and young people should always be offered the same opportunities as their peers and should always be respected.
* Human right Act 1998 The United Nations first set a standard on human rights in 1948 with the universal declaration of Human rights. This was accepted by many countries around the world and highlighted the principal that all humans have same right and should be treated equally. * SEN code practice 2001 The special Educational Needs and Disability Act 2001 (SENDA) strengthened the right of parents and SEN children to a mainstream education. It made significant changes to the educational opportunities that are available to the children with disabilities and special education needs. This means that it is more likely for these children to be in mainstream schools.
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students.
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.
(c)Enhanced disclosure with Barred List Check. Schools must also ensure that any adults (including cleaners and caretakers) or volunteers in the workplace do not have unsupervised access to children unless they have been DBS checked. Schools need to ensure that they provide children and young people with a happy safe environment to learn and develop, with trusted and supportive adults. Practitioners need to actively promote the well-being and welfare of every child. This includes providing a wide range of activities to promote development through play as well as formal learning.