Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
The Act replaces nine pieces of legislation including: · Equal Pay Act 1970 · Sex Discrimination Act 1976 · Disability Discrimination 1995 · Race Relations Act 2000 Inclusion: By using the principle that inclusion is a right for all children, early years settings can make sure that every child: · has an equal chance to learn and develop · participates equally in activities · is given the opportunity to communicate in their preferred format · has their individual needs known and met · feels safe and know they belong · is valued as a unique individual and · feels strong and confident about their identity. · Describe ways in which discrimination may be deliberately or inadvertently occur in the work setting Discrimination involves treating an individual or a group of people unfairly in comparison to others because of who they are, or their
Policies and procedures of the setting relevant to promoting positive behaviour eg: ï‚· behaviour policy ï‚· code of conduct ï‚· rewards and sanctions ï‚· dealing with conflict and inappropriate behaviour ï‚· anti-bullying ï‚· attendance Â© OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young peopleâ€™s behaviour in accordance with the policies and procedures of the setting 2. Be able to promote positive behaviour 2.1 Explain the benefits of actively promoting positive aspects of behaviour 2.2 Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for
Socially could lead to more emotional harm, physical harm and intellectual harm. Our setting 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. To 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.
This includes every child’s right to an education, and for every child to have their views respected. The legislation includes: • Disability Discrimination Act 1995 This protects the disabled and makes sure that schools provide equal access for all. • Disability Discrimination Act 2005 This says schools must have a Disability Equality Scheme and an Access Plan. They most also encourage participation by all and work against harassment and discrimination. • Special Educational Needs and Disability Act 2001 This states that it is unlawful to discriminate within education.
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.
H&S at work Act 1974; States our duty to protect everyone’s, including our own, safety, health and welfare. This includes a school’s duty to make sure staff and volunteers have a DBS check. Children Act 1989; Children should be protected from harm regardless of their age, gender, religion or ethnicity. “Safeguarding legislation and government guidance says that safeguarding means: * protecting children from maltreatment * preventing impairment of children’s health or development * ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. * taking action to enable all children and young people to have the best outcome” http://www.safenetwork.org.uk/getting_started/Pages/Why_does_safeguarding_matter.aspx “The action we take to promote the welfare of children and protect them from harm - is everyone’s responsibility.
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
ST MARGARET’S PRIMARY SCHOOL COMPLAINTS PROCEDURE All schools in Suffolk are committed to providing the best education for our young people and want our pupils to be healthy, happy and safe and to do well. We recognise the importance of establishing and maintaining good relationships with parents, carers and the wider community. We are aware that there may be occasions where people have concerns or complaints and the following procedure sets out the steps that should be followed in order to resolve these as quickly and informally as possible. School governing bodies are required, under Section 29 of the Education Act 2002, to have in place a procedure for dealing with complaints. It is expected that all complaints
Norfolk Adult Education Written Assistant 1 UNIT 204 Introduction This assignment should demonstrate the importance of supporting the rights of all children and young people to participation and equality of access and also the importance and benefits of valuing and promoting cultural diversity in work with children and young people. 1.2 Describe the importance of supporting their rights of all children and young people to participation and equality of access. All pupils have the right to a broad and balanced curriculum this must be supported by high quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their Backgrounds, Race, Culture, Gender, Additional needs and Disabilities. To understand the importance of supporting the rights for all children and young people is to look in more detail at the intended outcomes of Legislation, Codes of practice, and Policies.