May 1, 2019 0 Comment

TDA 3.6 Promote equality, diversity and inclusion in work with children and young people
Learning outcomes 1.4, 1.5 and 3.3 must be assessed in the workplace
Learning Outcome
1. Be able to promote equality and diversity in work with children and young people
Assessment Criteria
Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity  
Summary of Legislation – Children Act 2004
The effects of the Children Act 2004 involve Every Child Matter Framework; which had a big impact in school in a way of developing the strategies in schools. In the framework, the schools address issues of care, welfare and discipline; work together with other organisations such as social work, agencies, and department of education in sharing information in order to provide the best care and education for children. In 2010 the coalition government renamed Every Child Matters changed (ECM) as Help Children Achieve More (CAM), the idea remains the same.

Every Child Mathers 2003 and Children Act 2004 how does this framework support equality, diversity and inclusion?
Inclusion- School is structure so that all children cam learn together. Inclusion is about ensuring that children and young people, whatever background or situation, are able to participate fully in all aspects of the school. Inclusive practices will ensure that everyone feels valued and has as a sense of belonging.

Equality – The state of being equal in rights and opportunities. Equal opportunity does not mean treating pupils the same, but ensuring the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exists. Intervention strategies, such as additional support, can then be put into place at an early stage before children fall too far behind. High expectations of all children are fundamental to raising achievement.

Diversity – The state of being diverse variety which means understanding that each individual is unique and recognising our individual differences.

Be Health: schools are required to encourage children to eat healthier, be involved in physical activities, taught about a healthy lifestyle and enjoying good physical and mental health. The school offer free and low cost healthy snacks for children for example fruits, vegetables, cereals and milk and water. By serving healthy and well balanced school meal at lunch time and by offering alternatives for children who have allergies or specialist diets, they are supporting inclusion within school and also giving children from lower income families the opportunity to still have a healthy well balanced diet.

Safety schools should ensure that children are safe all time, and they have health and safety policies in place. Schools must be a securer environment where children have security and stability for example knowing which parent or guardian pick up the pupils from school, in private nursery they use password if someone else pick up the child or that all staff have DBS checks.

Enjoy and Achieve children should enjoy school, and achieve national educational standards, personal and social development by participating in extra activities getting the most out of life and developing the skills for adulthood. Allowing certain lessons to be mixed ability gives all children the chance to work together no matter what ability or level, therefore supporting both inclusion and diversity for lesson/subjects where children work in set ability groups the class as a whole will still be learning the same things ( however work sheets/aims may be discreetly altered for certain children). This means that no child is isolated or excluded and by the groups having individual names/different colour, rather than rather than being referred to as ‘lower level group’ and ‘higher level group’, it means children will no feel they are being ‘categorised’.

Positive Contribution schools should encourage children to have a positive behaviour everywhere they are and to build self-confidence in community while they are growing or meet challenges in life. By giving every child the opportunity to have their work displayed, take part in school plays, choir and assemblies it is supporting equality and inclusion. Another way of supporting this is by giving all children the chance to answer questions. For example by pulling names out of a box or using alphabetic order to choose who answers questions so that the children who may not feel confident enough to put hand’s up or those who may be shy, will get as much of a chance as those who volunteer to answer every question.

Prosper children must engage in education to aim higher in life and succeed to the best of their full potential in life.

Race Relations ACT 1976 and 2000
Disability Discrimination Act 1995/2005
SEN Code of Practice 2001
Human Rights Act 1998
UN Convention on the rights of the Child 1989
British values

The rule of law.

Individual liberty.

Mutual respect for and tolerance of those with different faiths and beliefs.

Explain the importance of promoting the rights of all children and young people to participation and 6equality of access    
UN Rights of children
Few articles of rights and they applied in schools
Article 2 – non-discrimination.

Article 12 – respect the views of a child
Article 16 – right to privacy
Article 28 – right to education
Article 39 – Rehabilitation of child victims
The importance of promoting the rights to participation and equality of access is for children and young people to be able to fully access all areas of the curriculum.

Human rights
All children have a right to learn and play together
Children should not be discriminated against for any reason
Inclusion is concerned with improving schools for staff as well as pupils
Equal opportunities in education
Children do better in inclusive settings, both academically and socially
Children should not need to be separated to achieve adequate educational provision
Inclusive education is a more efficient use of educational resources
Social opportunities
Inclusion in education is one aspect of inclusion in society
Children need to be involved and integrated with all of their peers.

Other vulnerable could include pupils
Who have special educational needs
Who are speak English as an additional language
Who are new to the school
Who are gifted and talented
Whose culture or ethnicity is different from the predominant culture of the school
Who are in foster care
Whose parents’ views are not consistent with those of school
Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people    
School provides opportunities for the spiritual, moral, social and cultural education that children start to understand and value social and cultural diversity in Britain and the world. The school positively promote multicultural, multi faith, and different ethnic to prepare children for the future society. There is tolerance to any form of bulling, racism and violence such as physical, intellectual or emotional towards any child. As the ethos is sharing, caring, there other strategies used to ensure all children from all cultures feel welcome in the school.

The school do it by
Ensuring children feel valued and good about themselves
Displays celebrating the multi-culturalism of
Festivals and celebrations from other cultures discussion and explored
2. Understand the impact of prejudice and discrimination on children and young people
Assessment Criteria
2.1 Explain ways in which children and young people can experience prejudice and discrimination    
There is many ways in which children can experience prejudice and discrimination in school. There are so many pressures on children to fit in and to follow with expected appearances and behaviour that they may be discriminated against and bullied if they do not. Children can experience prejudice and discrimination in the same way as adults due to race, religion, age, sex, socioeconomic status, Disabilities -physical and mental, culture or ethnicity
Some sign to look out for:
Children not playing with others who may be different
Children only playing together with others of the same race or ethnicity.

Comments about a child’s appearance or clothes
Children being excluded because they are boys or girls
Our own backgrounds and upbringing can have a major impact on how we view society or the people around us, own experiences with certain people or groups may result in viewing individuals in a certain way and personal prejudices that we have held in the past could lead to a biased practice, as adults we all have own individuals attitudes, morals and may sometimes show signs of behaviour that may seem normal and accepting to us as adults bot not to children and young people, therefore we need to be aware of these by making sure we do not pass these attitudes onto the children and young people in our care. This can be overcome by developing a greater understanding of diverse groups within our society and learning about the different values and beliefs of the children we work with.

2.2 Analyse the impact of prejudice and discrimination on children and young people
When a child experience s prejudice and discrimination this can mean they may have a lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they may not fully aware of the fact that they may be different and this could be a reason for the child discrimination against them but then the child discriminating may not be aware of what they are doing so it is very necessary to teach children about discrimination and what to do if it happens to them making sure the teaching is age appropriate. 
2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people    
I have a legal duty to protect the rights of children and young people. It is important to examine my own attitudes and values critically and consider how these may impact on the way I work with children. Children are impressionable and they copy and take in all information given to them and the atmosphere surrounding them. I should promote that the children are surrounded with positive messages from all the adults around them.
Stereotypical assumptions can overcome by finding out more about cultural diversity and disability. By finding out about the children in the classroom, their background, interest and abilities a more effective method of support can be achieved. It is essential to help the next generation have a strong sense of their self-worth. Therefore it is very important to encourage respect and mutual understanding between the children. All children are individuals and have individual rights.

2.4 Explain how to promote anti-discriminatory practice in work with children and young people    
2.5 Explain how to challenge discrimination  
It is important to promote anti-discrimination in schools in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference, Self-esteem and positive group identity and the fulfilment of individual potential.

In order to have effective anti-discriminatory practice in school, staff need to able to see discrimination when it happens and know the right ways of challenging it. Another way to promote anti-discriminatory practice is through eliminating stereotypes for example encouraging boys to play with dolls and prams as well as girls, girls to play with cars as well as boys. Also try to organise to have a visitor or parents come to do a talk with children about different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join with an activity.  
The school promote ant-discrimination by
Posters around the school and staffroom
Regular staff training on how to deal with discrimination
Newsletters sent to parents about school policies and procedures on discrimination and other zero tolerances issues, also available to the school website.

Bring it into the curriculum
All incidents logged and monitored
3. Be able to support inclusion and inclusive practices in work with children and young people
Assessment Criteria
3.1 Explain what is meant by inclusion and inclusive practices     
3.2 Identify barriers to children and young people’s participation             
Inclusion or inclusive practice is a method of identifying and understanding barriers to participation and belonging. It is then being able to breakdown these barriers to ensure that the children are able to fully participate in all aspects of their school.

In school where inclusion is practiced everyone feels valued. It is not about viewing everyone as the same, or providing everyone with the same equipment, but giving them all the same opportunities to achieve their best through a high quality of education and understanding. Differences and similarities are understood, accepted and celebrated. Pupils should be educated alongside their class mates and not segregated when they need support. An example of this could be a child with sight problem could have a magnifier on hand for work books, or the same information in large print ready for him/her for each lesson.

Barriers to participation is something that can stop the children from being included in a lesson or activity, this could be physical, social or emotions or language related. If a school has a positive and encouraging attitude then this will also reflect on how the children will behave and feel towards inclusion. If working with a child with special needs or a disability do some research to be aware of what the barriers may be to adapt lesson plans, talk to their SENCO worker, parents, etc. It is also important to talk to the child/young person to know what their abilities are and what they feel comfortable with.
Key Issues for Teaching Assistants ‘Working in diverse and inclusive classrooms’- Gill Richards and Felicity Armstrong
Support Teaching and Learning in schools (primary)
Moodle class notes