Tda_36.1_Sstls

Task 1 [1.1] Use the table provided for you in the Reading section of this lesson, and the internet to research the different equalities legislation that applies to your work with children, young people and families. Check with your tutor that you have covered all the major pieces of legislation in your research On the following pages you will find a table. Complete the table to show how you apply the legislation in your setting, who might be difficult to reach and what the impact for children and young people may be if compliance is not achieved. The first line has been filled in for you as an example. Continue on a separate sheet if you need to. Protecting and promoting the rights of the child at my setting Equalities legislation How my school complies Who might be difficult to reach' The effects of inequality upon children’s well-being if compliance is not achieved. The child has a right to free expression – A right from the UN Convention on the Rights of the Child Opportunities are given at circle time for children to express their own views that are listened to and responded to. The children help to arrange the layout of the room and have a say in how displays are put together. Show and tell is encouraged. Children’s creativity is valued and we do not impose our views on how they should produce a piece of art, music or dance. Children with speech problems Children for whom English is a second language. The views of the children could be ignored and their needs and requests will not be met. Other children may get the impression that adults do not consider the views of children to be important. Special Educational Needs Disability Act (SENDA) 2001 The children have a say in what they physically want to do. We encourage self-worth by encouraging independent learning at all levels. We involve the child in all activities inside the class room & out as long as it is reasonably practical & safe. We treat children with respect, adapt to their needs & adjust our teaching styles. We work with outside physiotherapists, speech therapists etc. Children with autism. Children with behavioural issues. Children being left on the side line & not being included in any activities or lessons. Bullying/taunting from other children. Equalities legislation How my school complies Who might be difficult to reach' The effects of inequality upon children’s well-being if compliance is not achieved. Race Relation Act 1976 &2000 We use materials & topics that cover a range of social & cultural backgrounds. We use PSHE lessons in KS1 & KS2 to teach our children about children from other cultures, religions & backgrounds. Educational inclusion is for all learners whatever their ethnicity. We promote racial equality by promoting relationships between different ethnic groups. Children whose families are racially prejudice. Bullying/taunting. Young children not understanding that all children are the same whatever their skin colour. Children who think we don’t address any racism will not be trusting to us. Equality Act 2006 & 2010 We encourage everyone to interact in a caring way. We challenge any discrimination. We value & respect our learners whatever their age, gender, religion, disability, or ethnic origin Every child has an equal opportunity to participate to their fullest ability. We encourage positive attitude & ensure all students feel included. Children whose families discriminate against others for having a disability, different culture or different skin colour. Low self-esteem. Lacking in confidence & self-worth. Child not wanting to come to school. Children who think we do no challenge discrimination of any type. Equalities legislation How my school complies Who might be difficult to reach' The effects of inequality upon children’s well-being if compliance is not achieved. A right from the UN Convention on the Rights of the Child Article 30 - Children must not be stopped from enjoying their own culture, religion and language. We celebrate that some children are lucky enough to speak a second language at home. We build on children’s experiences of language at home and in the community, so that their developing uses of English supports one another. We assist the children in moral and cultural development by the use of topics & PSHE lessons to talk about different cultures with all the children. Children have Religious Education & learn about all faiths. We promote awareness, respect and sensitivity for the traditions of other people. We have Rights Respecting leaders. Those who are a non-faith. Those who are from a racially prejudice home. If other cultures are not celebrated the children will become withdrawn & lose any confidence & self-esteem that they had. Taunting/bullying. Children who think we do not challenge those who are racially prejudice. Children, School & Families Act 2010 We include the child in all activities inside the class room & out as long as it is reasonably practical & safe. We treat children with respect & give them privacy when needed. We adapt to their needs & adjust our teaching styles. We let them lead us in what they physically do as long as it is safe. The children help us with the layout of the classrooms so they can move around with ease. We work with the LEA when assessing the children. Children with challenging behaviours. Children with autism. Parents who think their child should still have/have a Statement of Educational Needs. Children with Educational Needs will not be given the same chances in mainstream education as those without. Children not given the chance to do physical activities. Task 2 (1.4) In discussion with your tutor / supervisor, consider the following case studies and decide how you could best support the individual(s) described, showing respect for their beliefs and culture and promoting equality and rights. Write your answers on a separate sheet of paper. Case studies I would allow Afia to have the time she needed for prayer. I would make arrangements for her to the SEN room at certain times of the day. This is a private room & has a hand basin – Muslims are required to wash themselves before prayer. I would make sure that we planned the timetable to include these times & to maybe have another member of staff to cover if needed. I would use a Religious Education lesson to talk about Muslims & their culture. I would encourage Afia to take some of this lesson & to tell the children about her culture. I would explain to the parents (after having spoken to the class teacher first) that unfortunately, even though we love to be able to have some of the available books like ‘King & King’ & ‘And Tango Makes Three’ it would not be suitable in the reception class. I would explain that children don’t get taught about heterosexual relationships until Year 5 in school & this is also when they normally start questions on any type of relationship. Some parents might not have covered this with their children & they also have the right to withdraw them from this education. I would explain to Naomi & Eleanor that it could unfortunately cause upset from the other parents which could in turn lead to bullying towards Heidi. I would explain that even though they have the right for themselves & their child to be able to read books which are covering same sex relationships it would be unsuitable for the reception year. If the parents continued to complain about Heidi not having stories, I would offer to read with Heidi on a 1:1 basis with these books. I would adhere to the parents’ wishes & arrange for Theo to go to another room with a TA & do an activity or read. I would not stop the birthday celebrations for the other children, as this would be inconsiderate of me. I would prepare myself for any questions they may ask as to why Theo has to go to another room class. It maybe that Theo’s parents would bring him in late that morning so as to avoid the birthday celebrations. In my setting we have children who are Jehovah’s Witnesses & they do not celebrate birthday or Christmas. Having just had our Christmas celebrations & nativities we had to arrange for the children to be elsewhere at certain times. They were aware of why they had to be separated from the class & were given something fun to do i.e. colouring, making crafts, and reading. We only moved them from assembly when it came to the singing of religious hymns or the nativity and in class they could make decorations but nothing Christmassy. We had spoken to the parents beforehand to find out exactly what they wanted their child included/excluded in/from. One parent arranged to take their child out of school early when the nativity was being shown to the other parents.