K3P159 The meaning of anti-discriminatory practice

K3P159 – The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults.

It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued.  These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner.  Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care.

Within the setting we have many children from different cultural and ethnic backgrounds. All of these children have English as an additional language. With this in mind you must ensure that you communicate effectively taking into account their age, culture and understanding.  We also have an EAL Co-ordinator who spends time with both the children and their parents.  The Co-ordinator can be available if our communication breaks down to help support families complete forms, read important letters or relay any other issues on development, achievements etc.

The Co-ordinator has also allotted times within each year group to work closely and support all the children with English as an additional language.  This involves developing the children’s basic communication, language skills and understanding.

It is essential that we show a genuine interest in all the children’s families and lifestyles and to acknowledge differences and share similarities between everyone within the setting.  All children should be encouraged to recognise themselves as an individual.  This can be achieved by listening and talking about their experiences and by understanding different cultures and religions.  It is also paramount to respect other views and beliefs by celebrating diversity.

The children in our current foundation stage have learnt about many different cultures, celebrations and festivals such as Halloween, Remembrance Day, Weddings, Diwali, Ramadan, Eid, Hanukah and Christmas. All of these topics have adult led activities or independent activities across the six EYFS curriculum.

Also we promote positive images of people and diversity through the environment, staff and expected behaviour boundaries of the school.  This is achieved through themed topics, home corner, dressing up clothes, books, cooking and dolls etc.

The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities.  This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society.

The school planning process will group together children by learning ability, style, physical ability and social groups.  All members of staff are flexible and will deploy different teaching styles to deliver the curriculum.

They support this by matching expertise, resources, staffing levels and involvement of outside agencies services when appropriate.  All resources are deployed according to need and specialist equipment and materials are stored centrally.

A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented.

Within the EYFS we encourage the child to take part in everything that we offer and are adaptable and flexible with the activities taking into account the inclusion and needs of all the children in our care.  We do this by taking our activities and equipment to the children’s level, ensuring they have sufficient space and that the games, activities and equipment are age appropriate.

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