INCLUSIVE PRACTICE

OUR SCHOOL > INCLUSIVE PRACTICE

VALUING DIVERSITY AND PROMOTING EQUALITY
The setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families using our setting. We aim to:

  • promote equality and value diversity within our service and foster good relations with the local community;
  • actively include all families and value the positive contribution they make to our service;
  • promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
  • provide a secure and accessible environment in which every child feels safe and equally included;
  • improve our knowledge and understanding of issues relating to anti-discriminatory practice,
  • challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely:
  • age, gender, gender reassignment, marital status, pregnancy and maternity, race, disability, sexual orientation, religion or belief.

  • where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.

SAFEGUARDING CHILDREN

  • Our setting will work with children, young people and vulnerable adults, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
  • We are committed to building a ‘culture of safety’ in which children young people and vulnerable adults are protected from abuse and harm in all areas of our service delivery.
  • We are committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you’re worried a child is being abused’ (HMG 2015). and ‘No Secrets’ (DoH 2015).
  • We are committed to promoting awareness of child abuse issues throughout our training and learning programmes for adults. We are also committed to empowering young children, through our early childhood curriculum, promoting their right to be strong, resilient and listened to.

SEND / INCLUSION
We have adapted and updated our SEND policy in accordance with the department of educations code of practice and the Children and Families Act 2014.

Please see the Local Offer.

FOOD
We encourage children to be aware of being healthy via projects on food, cooking with fresh vege-tables and fruit, food tastings and positive role modelling in the classroom of healthy eating. We do not provide lunch but encourage parents to provide healthy, balanced lunch packs for their children and are happy to give any advice if needed. Special dietary needs can be accommodating, as well as religious, cultural or lifestyle choices.

Dietary needs, whether of a medical, cultural or personal choice will be met. We follow a healthy settings policy. We offer healthy and nutritious snacks to all children. We have a very strict allergy awareness scheme. Special dietary needs can be accommodated.

LANGUAGE
Languages spoken by the staff at the nursery are English, Spanish, French, Polish, Slovakian, Portuguese, Croatian and staff are trained in Makaton which is used on a daily basis.

Tara House recognises that at this age, children’s language is burgeoning and that teachers being tuned-into nonverbal communication is essential. We encourage communication in children who’s language is blossoming via the use of puppets, visual time-tables, visual props, story-sacks, simple signs, and songs etc.

At Tara House, we welcome children for whom English is an additional language. We have fun, interactive programs that we use as an integral part of the school session to encourage children to use English and to help their English develop. These tools can also be used for any child experiencing language delay. In either case, their key worker will track and monitor their progress in collaboration with parents. For any children with English as an additional language their key worker will be made aware of a few words in they first language to aid transition.