2.4. Diversity, Equality and Inclusion

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TDA Unit 204 Equality, diversity & inclusion in work with children & young people [1.1].In your setting, there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The policies must take into account the rights of all individuals and groups within the school as well as considering the ways policies work to ensure equality, inclusion. Policies also pay regards to the values and practice, which are part of all aspect of school life. United Nation’s Convention on the Rights of the Children (1989) UNCRC states the rights of all children and young people. The UK government ratified the treaty in 1991 and must ensure that the rights of children in the UK are protected through law. These rights…show more content…
This level of support is called School Action. The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. These are provided in the classroom and if appropriate, by a teaching assistant on an individual basis. In addition to this action, the child’s teacher will keep the child’s parent informed and draw upon them for additional information. The setting has Special Educational Need Co-ordinator (SENCO) involved in supporting the teacher and /or parents. The SENCO organises further assessment of the child’s needs if required. Code of practice on the duty to promote Race Equality (2002). This code of practice is a statutory code which applies to all listed public authorities, including schools and further and higher education institutions. To enable them to meet their duty set out in the Race Relation (amendment) Act. It requires all schools to produce a written Race Equality policy which includes information on practical ways in which schools will work to promote race equality. School policies must demonstrate that they are working towards the following outcomes of: Outcome 1: Raise Attainment and close the achievement gap. A school where there are high expectations of all pupils and pupils are supported to reach their potential. Pupils from all ethnic groups have level of attainment and rates of
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