about us » EQUAL OPPORTUNITy POLICY

Valuing Diversity and Promoting Equality

We will ensure that our service is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability. 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;
  • include and value the contribution of all families to our understanding of equality and diversity;
  • provide positive non-stereotyping information about gender roleses, diverse ethnic and cultural groups and disabled people;
  • improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; and
  • make inclusion a thread that runs through all of the activities of the setting.

EYFS key themes and commitments

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

1.2 Inclusive practice
1.3 Keeping safe

2.1 Respecting each other
2.2 Parents as partners
2.3 Supporting learning
2.4 Key person

3.2 Supporting every child
3.4 The wider context

4.4 Areas of learning and development

To fulfill our policy we observe following procedures:

Admissions

Our setting is open to all members of the community.

  • We advertise our service widely.
  • We provide information in clear, concise language, whether in spoken or written form.
  • We provide information in as many languages as possible.
  • We base our admissions policy on a first come first serve basis on birth order.
  • We ensure that all parents are made aware of our equal opportunities policy.
  • We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a Travelling community or an asylum seeker.
  • We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
  • We develop an action plan to ensure that people with disabilities can participate successfully in the services offered by the setting and in the curriculum offered.
  • We take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

Employment

  • Posts are advertised and all applicants are judged against explicit and fair criteria.
  • Applicants are welcome from all backgrounds and posts are open to all.
  • The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process.
  • All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.
  • We monitor our application process to ensure that it is fair and accessible.

Training

  • We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.
  • We ensure that staff members are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
  • We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

Curriculum

The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults.  We do this by: 

  • making children feel valued and good about themselves;
  • ensuring that children have equality of access to learning;
  • making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
  • positively reflecting the widest possible range of communities in the choice of resources;
  • avoiding stereotypes or derogatory images in the selection of books or other visual materials;
  • celebrating a wide range of festivals;
  • creating an environment of mutual respect and tolerance;
  • differentiating the curriculum to meet children’s special educational needs;
  • helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;