Tda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People.

Explain the changes faced by young people as they move from childhood into adulthood in relation to their: freedoms, rights and responsibilities.

Daniel might be feeling a sense of disempowerment as he might believe that he is unable to challenge the practice of the playgroup even if there are other children who would prefer not to the run around game before snack time as it is insinuated that the children are not asked what they would like to do. There may be other reasons why Daniel doesn’t enjoy the afterschool club that are not explained in the text. He may have hearing problems and more sensitive to noise, this could be made worse by there not being a separate room for the children to go to for some peace and quiet. It may be simply that he needs some quiet time after a long day at school but feels ostracised to a certain extent as, for him to do what he wants he is not only physically, but socially put outside the group to

1.1. Identify current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people.

Each child is recognised and valued as an individual, “treat them as individuals and make them feel respected and valued as an essential part of our commitment to safeguarding children, young people”, LSCB, (2013:p5). Being accepted is what all children want, and it is another need on Maslow’s hierarchy of needs, “Belongingness and Love: affiliate with others, be accepted”, Huitt, (2007).So providing children with the provision of equality, diversity and inclusive practice, children and young people are able to fulfil this need and move on to the next need.

Every school and business must have policies and procedures in place. A school's policies and procedures are adopted from laws passed by the Government. These are in place to ensure the school is run correctly, and that staff, pupils, and any other individuals involved with the school are protected and meeting expectations and guidelines. There are usually many policies in place within a school. These can include policies such as Child Protection, Health and Safety, Fire Safety, Confidentiality, Anti-Bullying, Teaching and Learning, Homework, and many more. These policies and procedures are relevant to staff, pupils and parents. These policies must be updated regularly, and some of the content revised, to keep them relevant. Some of the policies in place relating to staff could be a performance management, whistleblowing or grievance policy. These should be in place to enable staff to feel protected in the workplace as well as remaining professional.

participation in work with young children. To start off with diversity it is where children learn about

In this essay I will be researching policies, frameworks and reports that have highlighted skills and attitudes required to work with children, young people and families. I will also look at government documents such as EPPE, Common Core Framework and Every Child Matters. From my research I will discuss my findings and go on to include some personal opinions and reflection of my experience within settings.

This study report will also highlight current legislation and give a critical reflection on how the youth service can use the legislation to practice equality and diversity. Within this report I will also analyse and evaluate my own knowledge and understanding of equality and diversity.

This can be linked to the Children Act (1989) and Every Child matters (2004) such as the right to be healthy, safe, enjoy and achieve, contribute to society and achieve economic wellbeing (Golightley,

Over the years, Australian education and its school system has been reformed to become more inclusive in order to accommodate all children of all backgrounds and abilities (Slee, 2006). According to Pearce, Gray and Campbell-Evans (2009) the broadest definition of inclusion can be explained as an acknowledgement, acceptance and respect of all people, regardless of culture, language, beliefs, socio-economic background, and a plethora of other influences in life. Within a school context, an inclusive school must accommodate all children, whether they are physically or intellectually impaired, gifted, or come from a marginalised ethnic or cultural minority (UNESCO, 1994).

It is argued that inclusion is unending, so that there is no such thing as an inclusive school (Ballard 1995). In order to facilitate this idea, all schools must continually develop greater inclusion for diversity of students (Sebba and Ainscow 1996). Inclusive schooling has previously been described as a process that fosters participation by all students and staff as a base for future school development (Bines 2000). This is as a result of the introduction of inclusive policies and the ever increasingly diverse learning needs that have forced school staff to alter their approach and their organisation of students, models of support, teaching staff roles, and approaches to teaching and the curriculum.

Promote equality, diversity and inclusion in work with children and young people (level 3) final draft Feb 2010 Page 2 of 4

Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the learners to attend and participate regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant of different views which individual people have, in terms of cultural backgrounds and different lifestyle choices relating to any characteristics they may have. A diverse society is what we have as every individual has a different culture,

The Equality Act of 2010 sets out the detailed requirements that we as an employer must follow and is set out in our standard Code of Practice for recruitment.

Inclusivity of all students is essential for effective teaching and learning. There is not a ‘One size fits all’ approach to learning. Therefore understanding students and how they learn is paramount for equity for all students. This essay will demonstrate how inclusion, diversity of learners, differentiation of lessons together with ethical and legal responsibilities for teachers and professional conduct, all align together to provide an inclusive, safe classroom for all students regardless of ability.