Assignment 306 Questions And Answers

Unit 306 – Promote Equality, diversity and inclusion o work with children and young people

Task 1
|Legislation |Relevance |
|Equality Act 2004 |This act is relevant to equity and diversity and valuing these as this relates to equal |
| |opportunities for all. This is relevant to all the child’s needs with being equal and understanding|
| |there diversity |
|Children Act 2004
|This act is relevant to equality and diversity and valuing these as this relates to promoting |
| |pupils development and attitudes, it umbrellas the Every child matters framework which is a legal |
| |requirement to keep children healthy, safe, achieving, positive contribution and look after there |
| |economic well-being. |
|Codes of Practice |Relevance |
|Special Education Needs 2001 |This strengthens the rights for parents and SEN children to access a mainstream, education. |
|Castle School |Key aspects of the school policy are: All children to have equal opportunities regardless on |
| |ability. All students have access to the curriculum and are included. |
| |No children to be discriminated and treated equally. All studies to be tailored to the child’s need|
| |and ability. |

306.
1.1

Task 2
It is important to promote the rights of all pupils to participate and have equal access to promote value, equality and rights for every child. The human rights act 1998 states every person has the right not to be discriminated against in respect of these rights and freedoms and the right to an education. Every child must have suitable access to an education and have equal opportunities within education, school life. This use of resources, PECS, Makaton is highly valued at Castle school and this enables pupils that need support to access the curriculum in there own way.
306 1.2

It is important and beneficial to value and promote cultural diversity when working with children so children are valued in a multi-cultural sensitive school. This will support self-esteem, promote equality and cultural understanding and giving value to every child’s cultural differences.
306 1.3

Task 3
| |Experience |Impact |
|Gender |Reading story books, boy always the pictured as the doctor |Decimation against girls, girls may feel they can not
|
| | |succeed in the medical profession as a doctor |
|Age |Sports club not allowing children under 5 to play football |Child may not learn the skills that other 4 year old have|
| | |and may feel left out at school in the playground, |
| | |self-esteem. |
|Race / Religion /Cultural |Racism at school, boy calling another boy a racist name |Boy feels bullied, angry and isolated by this. |
|Sexual Orientation |Child felt his parents are different, same sex marriage. |May not understand, withdrawn |
|Social group (income) |Can not afford school trip |Angry, withdrawn, poor value, resentful |
|Disability / Learning need |Name calling or ridiculed |Depressed. Withdrawn, poor value. |

306 2.1, 2.2

Task 4
Example of attitudes, values and behaviour could affect work with pupils

1. If a supply TA has come from a mainstream school setting, they may not understand the different values of care that is needed. There is a different processing time for some autistic or special needs children and patience is needed. A full understanding of each child and what are there abilities. Supply TA’s may rush the children and not give time for processing for activities. 2. If a supply TA who comes from mainstream may make assumptions about pupils i.e. a child in wheelchair could be overlooked by the TA, or spoken over. Assumptions about aggressive behaviour of being naughty and not see the real reason behind the behaviour of maybe frustration.

306 2.3
By providing a fair and equal work environment and including everyone to work together and by being positive and valuing, recognising differences and similarities between all, I feel this would ensure a non discrimination to the class.
306 2.4

| |Challenge Discrimination |
|Colleagues |Talk to colleagues, raise awareness or pass within line manager |
|Parents |Pass on to senior management |
|Children |Inform the child of the school rules, policies. |

306 2.5

Task 5
Inclusion should take into account access to school and all the provisions. The law sates that all children have access to a broad and balances curriculum. This must encompass that everyone has the opportunity and the tools to learn. All barriers are identified and broken down and dissolved into workable chunks. The use of resource, staff training and understanding must be met for all barriers.

|Barrier |Inclusion |
|Non verbal pupil |Use of I pad, PECS, symbols, Makaton and training |
|Pupil unable to access pool area|Ramp in place, hoist and trained staff, swimming teacher and suitable staff, risk assessment. |
|Pupil dyslexic |TA, teacher understanding dyslexia and putting the right resources, age appropriate work. Tinted overlays, pupil to |
| |near the board, a TA to scribe. |

306 3.1 3,2

References:
http//www.legislation.gov.uk/ukpga/2012