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.
Data Protection Act 1998 | Affects schools by having to follow the following guidelines: Schools must register all personal data they hold and state the purposes for which it is required to be held and all processing undertaken by schools must be fair and lawful, accurate and up-to-date, and the data held must be adequate, relevant, not excessive and be held for no longer than is necessary. | Children’s Act 2004 | Affects schools by having to follow the following guidelines: Schools must follow the every child matters framework which needs to be delivered following the 5 basic outcomes. They have to offer parents extended school via breakfast club and extra-curricular activities and ensure all staff have received sufficient guidance or training on the every child matters framework in order for it to be delivered effectively.
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.
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.
This approach is meant to be nondiscriminatory and shows respect to families. Every student is given an equal opportunity to achieve, regardless of gender, race, class, religion, age, ability, or sex orientation. Multicultural Education’s goals is to bring out similarities and differences in everyone, show children how to respect similarities and differences show they can grow and develop skills to be successful
Equality, diversity and inclusion in work with children and young people Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislations and codes of practice relevant to the promotion of equality and valuing of diversity. Every school/ nurseries must produce a range of policies outlining the procedures and guidelines of promoting equality in the school, taking into account the rights of all individuals, such as all staff, children and the wider community. The policies must show
3.6 Promote equality, diversity and inclusion in work with children and young people Area 1 1.1 Human Rights Act (1998) The Human Rights Act was mainly put into place to ensure equality for adults and also to support them with bringing up their children. This legislation ensures that each individual has exactly the same rights as everyone else in society. Some of these rights are: Having the right to follow any religion or belief The ability to go into education Prohibition of discrimination Following this legislation in my setting promotes equality as discrimination is not allowed. Therefore, I ensure I speak to everyone in the same manner and treat them equally and fairly. Also, this makes people from different backgrounds feel welcome and comfortable within the setting.
It also makes sure that schools eliminate any barriers so that all individuals have access. Disability Discrimination Act 2005 Places a duty on all organisations, including schools, to promote equality of opportunity between disabled people and other people eliminate discrimination that is unlawful under the DDA eliminate harassment of disabled people that is related to their disability promote positive attitudes towards disabled people encourage participation by disabled people in public life take steps to meet disabled people’s needs, even if this requires more favourable treatment (taken from a leaflet from Bedford Borough, Leaflet 10, A guide to disability discrimination in schools.) Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against children with a special education need or disability. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 The Act sets out fundamental rights and freedoms that everyone in the UK has a right to.
TDA 3.6: Promote equality, diversity and inclusion in work with children and young people Unit reference | M/601/4070 | Level | 3 | Credit value | 2 | GLH | 10 | Unit aim | This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion. | Learner name: | | CACHE Centre no: | | CACHE PIN: | | ULN: | | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | Evidence recorde.g. page number & method | Assessor judgement achievedInitial and date | Learning outcomes 1 and 3 must be assessed in real work environments by a vocationally competent assessor. | 1.
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.