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Equality and Diversity

Equality and Diversity. “Far more unites us than divides us” Jo Cox MP, 2016. Aims. t o enable a manager to facilitate staff reflection of their own understanding of equality and diversity issues including exploring and challenging their own attitudes and views

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Equality and Diversity

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  1. Equality and Diversity “Far more unites us than divides us” Jo Cox MP, 2016

  2. Aims • to enable a manager to facilitate staff reflection of their own understanding of equality and diversity issues including exploring and challenging their own attitudes and views • to develop practice and provision that reflects British Values and an inclusive society • to develop staff confidence in discussing and challenging all stereotypical behaviours and assumptions of children and adults.

  3. The process • Session 1 – Leader/Manager – Grasping the Nettle • Session 2 – Staff Meeting – Talking the Talk • Session 3 – Staff Meeting – Walking the Walk • Session 4 – Developing Home Learning • Session 5 – Leader/Manager - Moving forward and driving continuous improvement • Continuing the Journey

  4. Session 1 – leader/manager Grasping the nettle!

  5. For the leader/manager An Equal Start – promoting Equal Opportunities in the Early Years Understanding Cultural Diversity in the Early Years p.55-56

  6. Focussed reading references for staff prior to session 2. Signposting of staff to Equal Start document Inclusion and Diversity in the Early Years, Peter Baldock See practitioner booklists

  7. Session 2 – staff meeting Talking the Talk!

  8. “No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate they can be taught to love, for love comes more naturally to the human heart than its opposite.” Nelson Mandela (1994) at his presidential inauguration from Unlearning Discrimination in the Early Years, Brown (1998)

  9. A 46 year old woman, who is a wheelchair user and has a long-term health condition visited her local supermarket. As all the accessible bays were occupied, she parked her adapted car in a standard bay which wasn’t wide enough for her adapted scooter and wheelchair, and it tyres extended into the next bay. A man shouted at her calling her a ‘stupid ****** spastic’ for taking up the extra space. “When I came out of the shop I was really worried that he would still be there. Instead I found a note written on toilet roll left next to my blue badge which said “YOU STUPID BITCH”. As a result she will never visit the same store again because of fear of further abuse and now has to drive to a shop much further away or have home deliveries. Such abuse has made her feel worthless and want to hide away.

  10. Staff discussion Consider how a new family to your setting will be welcomed and supported. What challenges may be experienced by families with diverse family backgrounds and unique needs and by staff in welcoming families and in meeting those needs?

  11. Session 3 – staff meeting Walking the walk!

  12. “All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are boy or a girl, or what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.” UN convention rights of the child article 2

  13. Auditing the quality of equality and diversity practice in our setting

  14. Dealing with discriminatory comments:- Children learn from key persons in their lives and adopt their values. Discriminatory comments or behaviours should not be ignored as this would appear to the abused or the perpetrator that you are condoning the offensive or hurtful remark or behaviour.

  15. Dealing with discriminatory comments:- Children learn from key persons in their lives and adopt their values. Discriminatory comments or behaviours should not be ignored as this would appear to the abused or the perpetrator that you are condoning the offensive or hurtful remark or behaviour.

  16. Session 4 Developing Home Learning – partnering first educators

  17. Developing Home Learning opportunities:- • Pack introduction for parents • UN Rights of the Child (child friendly) • Book sacks – develop your own

  18. Equality is about ensuring that we are all treated with care, concern and respect. This goes for everyone, whoever they are, and whatever their ‘difference’ may be. It is in children’s early years that the foundations of their understanding of their own identity and that of others are built. To support our children we share materials that positively reflect diversity and are free from discrimination and stereotyping. You may wish to look at our setting’s policies or discuss the settings ethos with your child’s keyperson. We have chosen this book for you to share in the home and enjoy with your child.

  19. “My greatest concern these days is my grandchildren and the world they will inherit. I want them to grow up in a society in which all the groups in our diverse population are at ease with themselves and one another. The requires an education system in which every child is treasured, every child learns to value diversity and to respect one another, every child can appreciate the variety of contributions that each of them makes to our culture and every child understands that they all share the potential and the frailty of the human condition”. Frank Dobson MP

  20. Focussed references as required:- Contemporary Issues in Early Years 6th Edition (p189-192) Understanding Cultural Diversity in the Early Years (chapter 10 and p 57-59) Early Home Learning Matters (chapter six particularly p 61-68)

  21. Session 5 – leader/manager Moving forward and driving continuous improvement

  22. Policy • Equalities Act 2010 • Statutory Framework for EYFS • United Nations Rights of the Child articles 2, 14, 20, 29, 30 • SEND code of practice. • Inspecting safeguarding in early years (Aug 2016)

  23. Practice – supervision & CPD Do all staff know about each key child and their families diverse and individual heritage and family structure? Are all children and families equally valued and represented positively within the setting? Do all children, families and visitors whatever their ethnicity, faith, cultural heritage or diverse family structure feel welcome?

  24. Advice and support Seeking information and specialist expertise from parents, families and community. Sharing expertise and experience with other providers – sector led improvement of equality and diversity practice.

  25. Requesting advice and support from:- Minority Ethnic Achievement Officers Early Years SEND Adviser – clare.leonard@northyorks.gov.uk Lead Practitioners Health and Well-Being Adviser clare.barrowman@northyorks.gov.uk

  26. Focussed references as required:- Understanding Cultural Diversity in the Early Years (p. 57) Parents, early years and learning (p. 27-33) Supplementary reading:- Book list for practitioners

  27. And the journey continues ……!

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