Promoting Equality and Diversity in Education

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

2. Aims • to facilitate reflection of your 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 confidence in discussing and challenging all stereotypical behaviours and assumptions of children and adults.

3. Focussed reading references An Equal Start – promoting Equal Opportunities in the Early Years

4. Possible additional reading references as required:- Understanding Cultural Diversity in the Early Years, Chapter 1 What is your culture? Supplementary reading:- Book list for practitioners – supplementary reading to choose from

5. “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)

6. 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.

7. Possible additional reading references:- Listening to Young Children (p 51-54) Understanding Cultural Diversity in the Early Years (p102-105 – an all White British setting) Clare Barrowman – LGBT pack on cyps Book list for practitioners – on cyps

8. “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

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

12. 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.

13. Why a behaviour or remark is offensive or hurtful should be explained in appropriate terms as misinformation drives these comments. It is important that it is clear that it is what was said or done that was wrong and that each child is valued as a person. Immediate support will be for the child who has been hurt to ensure that he/she that you support his/her identity. You must also make time to work with the offending child after the incident as part of demonstrating that it was the behaviour and not the child that was wrong.

14. Developing Home Learning – partnering first educators

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

16. 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 my policies or discuss this further. I have chosen this book for you to share in the home and enjoy with your child.

17. “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

18. Policy • Equalities Act 2010 • Statutory Framework for EYFS • United Nations Rights of the Child articles 2, 14, 20, 29, 30 • SEND code of practice.

19. Practice Do you 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? Do all children, families and visitors whatever their ethnicity, faith, cultural heritage or diverse family structure feel welcome?

20. 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.

21. 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

22. And the journey continues ……!