We are all different, but in many ways the same.  It is our differences which make us unique and special.  Children are unique and special as developing individuals and it is important that we recognise the individuality of each child, and take positive action to eliminate discrimination in all areas.

Our Inclusion and Equal Opportunities Policy includes adults as well as children and we believe that all our activities should be open to all children and families, and to all adults who are committed to the education and care of children.

We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account children’s varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. This policy helps to ensure that the Playgroup promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background

We aim our playgroup to be inclusive. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual children, or groups of children. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our Playgroup.  

Girls and boys

Minority ethnic and faith groups

Children who need support to learn English as an additional language

Children with Special Educational Needs

Gifted and talented children

Children who are at risk of disaffection or exclusion

Travellers and asylum seekers

Children looked after (CLA)

The Early Years Foundation Stage is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through:

Setting suitable learning challenges

Responding to children’s diverse learning needs

Overcoming potential barriers to learning and assessment for individuals and groups of children

Providing other curricular opportunities outside the Early Years Foundation Stage to meet the needs of individuals or groups of children.

We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions:

Do all our children achieve their best?

Are there differences in the achievement of different groups of children?

What are we doing for those children who we know are not achieving their best?

Are our actions effective?

Are we successful in promoting racial harmony and preparing children to live in a diverse society?

We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of different groups of children to ensure that all children are achieving as much as they can. We also make on-going assessments of each child’s progress. Staff will use this information when planning, it enables the staff to take into account the abilities of all the children in the setting.

When the attainment of a child falls significantly below the expected level, staff enable the child to succeed by planning work that is in line with that child’s individual needs. Where the attainment of a child significantly exceeds the expected level of attainment, staff use appropriate resources and learning styles, and extend the breadth of work within the area or areas for which the child shows particular aptitude.

All staff are familiar with the relevant equal opportunities legislation covering race, gender and disability.

Staff ensure children:

Feel secure and know their contributions are valued;

Appreciate and value the differences they see in others;

Take responsibility for their own actions;

Participate safely, in clothing that is appropriate to their religious beliefs;

Are taught in groupings that allow them all to experience success;

Use materials that reflect a wide range of social and cultural backgrounds, without stereotyping

Have a common curriculum experience that allows for a range of different learning styles;

Have challenging targets that enable them to succeed

Are encouraged to participate fully, regardless of disabilities or medical needs

Some children in our Playgroup may have disabilities and consequently may need additional resources. Our Playgroup is committed to providing an environment that allows these children full access to all areas of learning. Our entrances are wide enough for wheelchair access.

All staff modify learning as appropriate for these children. For example, they may give additional time to children with disabilities to complete certain activities. In their planning staff ensure that they give children with disabilities the opportunity to develop skills in practical aspects of the curriculum.

All staff ensure that work for these children:

Takes account of their pace of learning and the  equipment they use;

Takes account of the effort and concentration needed in oral work, or when using, for example visual aids;

Is adapted or offers alternative activities in those areas of learning where children are unable to manipulate tools or equipment, or use certain types of materials;

Includes approaches that allow hearing impaired children to learn about sound and music, and visually impaired children to learn about light using visual resources and images

Uses assessment techniques that reflect their individual needs and abilities.

We are aware of the changes and follow the guidance in the Race Relations Amendment Act. The playgroup actively discourages bullying and name calling, the parents of both children would be informed immediately and we would discuss appropriate action. 

The action needed if there is inappropriate practice or discrimination:

A member of staff would talk to the child and explain that the behaviour was unkind, we would take into consideration the maturity of the child and the parent of the child would be told of his/her inappropriate behaviour and we would work together to redeem the situation.

When employing staff we advertise the vacancy and appoint the best person for the position and treat fairly all job applicants.  All job descriptions include a commitment to Inclusion and equality as part of their specifications.

We do not discriminate against a child with a disability or refuse a child entry to our playgroup because of any disability.

The group aims to offer support to all our families.

We aim to show respectful awareness of all the major events in the lives of the children and families in the playgroup, and in our society as a whole.

Before children start at our group a registration form will be completed.  A parent will make known the families’ specific faith in order that we as a group can join in with the festivals and celebrations where appropriate.

We will at all times make parents aware what festivals we are celebrating.  In this way children will become familiar with and enjoy taking part in a range of festivals.

All medical, cultural and dietary needs will be met.

The curriculum will be planned and will cover a wide range of activities that all children will be able to access no matter what their gender, ability, race, colour, background or origin.

All resources used will be chosen to give children a balanced view of the world around them.

We promote equality of opportunity for children and their families with additional support needs and all planning will take into account their needs.

Any discriminatory language or behaviour or remarks by children or carers are unacceptable.  Any child/children will be talked with about the behaviour, emphasising that it is the behaviour which is unacceptable, not the child.

This policy was reviewed and updated on 10/01/2019.