Silkysteps early years forum - planning ideas for play - TDA 2.4 Describe the features of an inclusive setting for children and young people

Hi, this first quote is from the pearsonschoolsandfecolleges free chapter preview the second is from the newer Level 2 STL handbook.

TDA 2.4 Equality, diversity & inclusion in work with children & young people

Quote:

Describe features of an inclusive setting for children and young people

People often talk about the ethos of a school. It is difficult to sum up what this means. It is something which is often apparent when you enter the school building. There is a feeling that everyone in the school matters and all play their part. Children and young people look purposeful; they approach staff with confidence.

The surroundings reflect the diversity of all those within the school. There is a ‘buzz’ of purposeful activity. Do you remember the feeling you got when you entered the school where you work for the first time? What was it about the atmosphere which made you feel welcome and want to become part of the staff ?

An inclusive setting is one which uses a whole-school approach to learning. Barriers are recognised and strategies used to remove them. Where children experience difficulties such as special educational needs or disabilities, there is a an approach which focuses on what the child or young person can do rather than the diffi culties they are experiencing.

A school setting which is ‘inclusive’ will have the following features.
● Barriers are recognised and staff have a good understanding of individuals and groups of children so that they are aware of any difficulties the children may have in accessing the curriculum.
● Barriers are then removed or minimised – the environment is adapted, and personalised support, resources or equipment are provided.
● Pupils are educated alongside their peers and not segregated when they need support. For example, a pupil with English as an additional language will receive language support in the classroom.
● Children and young people are given and use their ‘voice’ – that is, their own views and opinions are listened to and valued. This may be informal or through a school council or form representatives.
● There are clear policies and procedures and these are reviewed regularly.
● All staff receive regular training relating to inclusion, diversity and equality of opportunity
● The school works in partnership with stakeholders – staff , governors, parents and children and young people.
● The school works in partnership with other services, for example, speech and language therapists or educational psychologists, to ensure that children and young people receive appropriate professional support.

Page 14 of the Lv2 STL handbook looks at a school's mission statement, its values and aims. It suggests the following statements are examples you'll find within your own setting's mission statement:

To provide a happy and caring environment in which to learn and work, where each member of the school community is personally valued and where pupils are able to develop self-respect and self-control
To provide a nurturing, inclusive environment where all children feel safe and secure.
To provide a happy environment in which we foster a love of learning and ensure that school is fun.
To be leading advocate for learning within the local community with strong and productive links with other partners.
To provide the highest quality all-round education for each and every child, in partnership with parents and within the context of a Christian community.
To be nationally recognised centre of excellence in arts and technoogy education.

This from page 65
Your school or college will have policies on inclusion or equal opportunities and these will set out the organisation's aims for ensuring that these practices are part of life of the school or college and wider community. They might include:

celebrating events from different cultures or religions
telling stories and highlighting news items that challenge stereotypes
discussing issues and holding debates to share different points of view, for example, on male and female job roles.
displaying vocabulary and encouraging the leaning of different languages.
trying food from different cultures in the college canteen or school kitchen, or organising opportunities for pupils to cook and sample different foods.
having a range of displays that reflect different cultures, languages and religions
organising a themed week, for example 'Disability awareness week'.

and from page 70 Demonstrating inclusive practice
As outlined in the European Convention on Human Rights, all children and young people have rights and this includes the right to an education. Part of demonstrating inclusive practice in your school or college will be through your work with children and young people who have special educational needs and disabilities.

Hope this helps xx