Low Fell Community Pre-School
Diversity & Inclusion
At Low Fell Community Pre‑School, we love that every child brings their own spark and personality. Our days are brighter because we all learn, play and grow together as a community. From celebrating different cultures, families, languages and cuddly pets (or not so cuddly, e.g. spiders). Inclusion is woven into everything we do, making sure every child feels welcome, valued and part of our preschool community.
We also have a separate SEN page for families who want to know more about how we support children with additional needs, but our commitment to diversity and inclusion is for everyone, every day.
Why choose us
Disability Discrimination Act (DDA) policy
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The Disability Discrimination Act (1995) aims to stop discrimination against people with disabilities and requires employers, providers of services and owners of premises to make reasonable adjustments to accommodate their needs.
Low Fell Community Pre-School is committed to complying with the requirements of the Act and to providing an environment which is open to all in all aspects of our work, practice. We reflect this commitment to equal opportunities.
The Disability Discrimination Act sets out two main duties:
Not to treat a disabled child less ‘favourably’ by making ‘reasonable adjustments’ for disabled children.
Anticipatory Duty
The DDA requires providers to make ‘reasonable adjustments’ for disabled children. The duties are anticipatory, i.e. providers need to think ahead and consider what they may need to do for disabled children before one arrives.
Low Fell Community Pre-School has wheelchair access at the front of the building and a ramp can be added to the rear door, when needed to access the outdoor play area. Assistance with personal care needs will be done in a private and dignified manner. We have caring, experienced staff that are sensitive and flexible towards the needs of the children. Where possible we can adapt resources. All our furniture is moveable so we can create a positive and safe environment, and make all areas accessible for each individual need. We have links with Gateshead area SENCO and other agencies to enable us to use specialist equipment.
For further information regarding the DDA please refer to: Early Years and the disability Discrimination Act 1995- ‘What providers need to know’ sure Start/ National Children’s Bureau 2003. http://www.ncb.org.uk
Low Fell Community Pre-School is committed to complying with the requirements of the Act and to providing an environment which is open to all in all aspects of our work, practice. We reflect this commitment to equal opportunities.
The Disability Discrimination Act sets out two main duties:
Not to treat a disabled child less ‘favourably’ by making ‘reasonable adjustments’ for disabled children.
Anticipatory Duty
The DDA requires providers to make ‘reasonable adjustments’ for disabled children. The duties are anticipatory, i.e. providers need to think ahead and consider what they may need to do for disabled children before one arrives.
Low Fell Community Pre-School has wheelchair access at the front of the building and a ramp can be added to the rear door, when needed to access the outdoor play area. Assistance with personal care needs will be done in a private and dignified manner. We have caring, experienced staff that are sensitive and flexible towards the needs of the children. Where possible we can adapt resources. All our furniture is moveable so we can create a positive and safe environment, and make all areas accessible for each individual need. We have links with Gateshead area SENCO and other agencies to enable us to use specialist equipment.
For further information regarding the DDA please refer to: Early Years and the disability Discrimination Act 1995- ‘What providers need to know’ sure Start/ National Children’s Bureau 2003. http://www.ncb.org.uk
Equal Opportunities
Low Fell Community Pre-School’s Policy on equal opportunity is that no discrimination is given against the persons colour or religion. To provide equal opportunities, the Pre-School will respect and reflect images of other cultures, equal opportunities to all children by spreading an awareness of benefits of sharing and respect, and to share with children and parents in celebrating together. This applies to Pre-School children and anyone employed by Pre-School.
The Pre-School will welcome any child or individual into the Pre-School’s activities on the grounds of age, gender, sexuality, class, family status, means, disability, colour, ethnic origin, culture or belief. We aim to ensure that all who wish to work or volunteer to help within the Pre-School, has an equal opportunity to do so.
All children will be respected for their individuality and potential recognised, valued and nurtured. Activities and the use of play equipment will offer opportunities to develop in an environment free from prejudice and discrimination. Staff will encourage children to appreciate and respect diversity and value similarities and differences.
These will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-racial society. Materials will be selected to help children develop their self respect and to respect other people by avoiding stereotypes and derogatory pictures or messages about any group of people.
Where necessary the Pre-School will try to meet any needs that a child or parent may have.
These are unacceptable in Pre-School. The response to such behaviour will be aimed at those responsible to understand and overcome their prejudices.
Cultural and dietary needs will be met. We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.
We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.
Statement of Intent
We believe that high quality early years care and education are promoted by providing children with safe, clean, attractive, developmentally appropriate resources, toys and equipment.
Aim
We aim to provide children with resources and equipment that help to consolidate and extend their knowledge, skills, interests and aptitudes.
Methods
In order to achieve this aim we:
Provide equipment and resources that are safe and, where applicable, conform to the nationally safety standards or toys (Safety) Regulations 1995.
Provide a sufficient quantity of equipment and resources for the total number of children.
Provide resources that promote all areas of children’s learning and development, which may be child or adult led.
Provide furniture and resources that promote positive images of people of all races, cultures and abilities and avoid negative stereotypes or gender stereotyping.
Provide resources that promote continuity and progression, provide sufficient challenge and meet the needs and interests of the children.
Provide natural and recycled materials that are clean, in good condition and safe for the children to use.
Provide furniture that is suitable for children and furniture that is suitable for adults.
Store and display resources and equipment where children can independently choose and select them.
Regularly check all resources and equipment that are available at each session and ensure they are put away at the end of each session. We repair and clean, or replace, any unsafe, worn out, dirty or damaged equipment.
Use the local library and toy library to introduce new books and a variety of resources to support children’s interests.
Plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges is offered.
We believe that high quality early years care and education are promoted by providing children with safe, clean, attractive, developmentally appropriate resources, toys and equipment.
Aim
We aim to provide children with resources and equipment that help to consolidate and extend their knowledge, skills, interests and aptitudes.
Methods
In order to achieve this aim we:
Provide equipment and resources that are safe and, where applicable, conform to the nationally safety standards or toys (Safety) Regulations 1995.
Provide a sufficient quantity of equipment and resources for the total number of children.
Provide resources that promote all areas of children’s learning and development, which may be child or adult led.
Provide furniture and resources that promote positive images of people of all races, cultures and abilities and avoid negative stereotypes or gender stereotyping.
Provide resources that promote continuity and progression, provide sufficient challenge and meet the needs and interests of the children.
Provide natural and recycled materials that are clean, in good condition and safe for the children to use.
Provide furniture that is suitable for children and furniture that is suitable for adults.
Store and display resources and equipment where children can independently choose and select them.
Regularly check all resources and equipment that are available at each session and ensure they are put away at the end of each session. We repair and clean, or replace, any unsafe, worn out, dirty or damaged equipment.
Use the local library and toy library to introduce new books and a variety of resources to support children’s interests.
Plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges is offered.
