Level 5 Health And Social Care Level 2 Examples

Supporting Equality and Inclusion Policy

I give all children in my care the opportunity to reach their full potential, and I provide an inclusive environment for all children and their families by doing the following:

I welcome all children to my setting and do not discriminate on the grounds of race, culture, gender or ability.

Families entering my setting are greeted with my welcome poster, written in different languages, and we will discuss the individual needs of the child during the settling in period, and throughout their time in my care.

I encourage the children in my setting to learn about their own cultures, and t explore the religions and cultures of other. I will do this through books and stories, cooking and eating foods from around the world, and celebrating different festivals. I will provide resources that promote positive images and examples of the diversity of life in our society, and that do not stereotype gender role, disabilities or cultures.

I research a child’s home language, and encourage them to use it throughout the day. I also label resources in languages used to my setting.

I provide challenging
activities, which I will adapt to meet the ability and developmental stage of the children, providing additional resources and offering extra support if needed.

Children in my care are treated with equal concern. This means to treat them equally, and not necessarily as the same, Children develop at different rates and in different ways. By acknowledging this, I am able to observe the children and plan for their individual developmental stage and abilities.

I encourage children to learn about cultures, religions and backgrounds of others. This can be through play in the home, but also on our outings, where the children will have the opportunity to mix with other children. It is natural for children to have questions about the differences they see in other people and I will do my best to answer any questions they may ask me as clearly and honestly as I can.

I promote self esteem and an appreciation of others by celebrating the differences that make us all unique. As such, I do not tolerate prejudice or discrimination in my setting. If any child makes any remarks in this way, I will explain these remarks may cause upset and distress to others, and comfort children as needed, as they may be feeling worried, upset, angry or excluded, as we may feel in the same situation. I understand that children may sometimes repeat things they hear outside the setting, and would ask that all parents co-operate with me in explaining the effects of prejudice and discrimination on others.

I will challenge any discriminatory remarks or attitudes I encounter from adults, either in or out of my setting. I believe all children should be treated with equal concern and respect, and I would ask all visitors and attendees to my setting respect this.

I am aware of all legislation and codes of practice produced by the Equality and Human Rights Commission and under the Equalities Act 2010. Information can be found at www.equalityhumanrights.com and www.gov.uk/equality-act-2010=guidance

The Importance of Play

Play is an essential part of a child’s day, and is something that is important in their development.
It is a way in which children explore the world around them and develop and practice their skills. Play is a generic term that is applied to a range of activities and behaviours that are satisfying to the child, chosen by the child. It may involve equipment and resources or not, other children or alone and may not have an end product but should be fun for the child. Some of the benefits of play include interacting with others and forming a framework for their developing attitudes and behaviours, exploring the world around them and learning their place in it, presents opportunities to develop self confidence, a positive sense of self and to express themselves and learn through investigation of their
environment.
An inclusive approach to children’s learning and development works on the principle that children have the right to be treated equally, and to reach their full potential. This will mean identifying the child’s individual needs and developmental stage, and adapting activities and the environment to suit these. For example, in a cooking activity children will all be given a chance to participate, from a baby being given some of the ingredients to put their hands in to experience the textures, to older children being about the measure ingredients and mix them. This approach means children do not feel left out of any activity, whatever their ability or age. Activities in this vein may also be adapted to ensure children with food allergies or religious/culture difference are not left out, ie dairy free cakes, or using vegetarian jelly. This also applies to any children in the setting with additional needs. It may be that the environment will need to be adjusted in order to give the children freedom to move and to stimulate them and providing extra support during activities.
To ensure that inclusive practice is successful, the childminder and parents/carers must work together and with the children to meet their needs. The childminder will be aiming to create a secure environment in which each child can meet their full potential and have an equal opportunity to play.