TDA 2.4/1.1 Current Legislation and Codes of Practice relevant to promotion of equality and valuing diversity. There are many policies and guidelines within schools to make sure that all children are treated fairly, as individuals, and that all of their needs are met. This includes promoting equality and diversity for everyone. The United Nations Convention on the Rights of the Child 1989 states the rights of all children so there have been many Parlimentary Acts written, as well as codes of practice, frameworks and policies produced in order to ensure that these rights are upheld and protected by law in the UK. This includes every child’s right to an education, and for every child to have their views respected.
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. The rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). The UK Government must ensure that the right’s of children in the UK are protected through law. These rights include the right to education and the right for children to have views respected. Disability Discrimination Act 1995 Protects the rights of all those with disabilities.
This act protects children up to the age of 18 and stresses that no child should be treated unfairly. It also emphasis the importance that all children should have their best interests put first when there are decisions being made which could affect them. The government also has a policy to take measures to ensure that each individual child’s rights are protected and fulfilled. The education act introduced free childcare provisions of children under the age of five since September 1st 2010 this rose from 12 and a half hours a week to 15 hours a week. The free entitlement provides access to education and care and the hours can be flexible over the week, all childcare provisions must use the EYFS and help young children achieve the five Every Child Matters outcomes 2.2- explain the impact of current policies frameworks and influences on the early years sector.
Unit 2.5 4.1 The main statues are: • The Convention on the rights of the Child (1989) • The Education Act (1981), (1993) and (1996) • The Children Act (1989) and (2004) • The Equality Act (2006) • The Care Standards (2000) • The Special Educational Needs and Disability Act (2001) • The Race Relations Act (1976) and amendment (2000) • The Disability Discrimination Act (1995) and (2005) • The Public Order Act • The Religious Hatred Act 4.2 All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action: Codes of practice- Codes of practice provide guidance and rules on ways of implementing legislation and good behaviour. The purpose of the code should be to promote positive behaviour, so rules should be expressed in positive terms. The code should outline the schools expectations for pupil behaviour in the classroom and around the school. A system of rewards and sanctions should be used to support the code of conduct.
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.
Children Act 2004 - This provides the legal framework for Every Child Matters. It includes the requirement for: Services to work more closely, forming an integrated service. Every Child Matters 2003 – Be healthy, stay safe, enjoy and achieve, make positive contribution, achieve economic well being. Nurseries must develop a range of policies which ensure the safety, security and well-being of their children. These will set out the responsibilities of staff and the procedures that they must follow.
The Warnock Report – This was a study of children with SEN and their needs which had an impact on future acts of parliament. It suggested ways that these children should be supported – through changes to the curriculum/school environment. Because of its focus on inclusion it influenced the Special Educational Needs (SEN) Code of Practice 2001. Education Act (1981) – Gave additional legal responsibilities to the local authorities and power to parents and was based on the findings of the Warnock Report. Education Reform Act (1988) – Introduced the National Curriculum to all schools in England and Wales and allowed schools to change or modify what was taught to children with SEN. Children Act (1989) – Stated that the rights and wishes of the child should be considered and that the welfare of the child was paramount.
Other important legislation are: Children act 1989 – This act was first acknowledged in UK law of children’s rights. This acts main focus is centred on the idea of the child’s needs coming first. It also outlaws discrimination on the grounds of race, colour, nationality, ethnic and national origin Sex Discrimination Act 1975- Supported by the Equal Opportunities Commission to ensure that individuals are not discriminated against onfbbgbb the grounds of their gender. Education Act 1981- An Act to make provision with respect to children with special educational needs. This was the first official recognition of the parents’ rights regarding their child’s education and SEN education.
The UN convention on the rights of the child – adopted by the united nations in November 1989, spells out the basic human rights to which children everywhere are entitled. The United Nations Convention on the Rights of a Child was ratified by the UK in 1991. It set out the principles for a legal framework to underpin all aspects for the care, development and education of all children. The articles cover: non discrimination on the grounds of gender, religion, disability, language, ethnic or social origin; civil and political rights; economic, social, cultural and protective rights. Particularly relevant for out of school clubs and play
Describe how laws and codes of practice promote pupil wellbeing and achievement: Schools are obliged to operate under current laws and legislations. The majority of laws and codes of practice which are required in schools are directly linked to the wellbeing and achievement of pupils; these are a summary of some of the laws and codes of practice. The UNCRC In 1989 the UNCRC was drawn up. The UK signed it on 19th April 1990 and ratified it on 16th December 1991; it then came into force in the UK on the 15th January 1992. The convention states that every child has: * The right to protection from any form of discrimination.