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This document outlines an inclusion and equality policy for a nursery regarding special educational needs and disabilities (SEN&D). It states the nursery's commitment to supporting every child to attain their maximum potential, treating all people as individuals with equal opportunities. The nursery pledges to provide childcare places for those with learning difficulties if possible, adhere to the SEN&D code of practice, develop participation plans, keep parents informed and seek relevant training. It also covers recruiting staff in a non-discriminatory way and cites the legal framework for the policy.
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Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their families in programs for children from birth
through 8 years of age, such as infant/toddler programs,
preschool and prekindergarten programs, child care centers,
hospital and child life settings, family child care homes,
kindergartens, and primary classrooms. When the issues
involve young children, then these provisions also apply to
specialists who do not work directly with children, including
program administrators, parent educators, early childhood
adult educators, and officials with responsibility for program
monitoring and licensing. (Note: See also the “Code of Ethi-
cal Conduct: Supplement for Early Childhood Adult Educa-
tors,” online at www.naeyc.org/about/positions/pdf/ethics04.
pdf. and the “Code of Ethical Conduct: Supplement for Early
Childhood Program Administrators,” online at http://www.
naeyc.org/files/naeyc/file/positions/PSETH05_supp.pdf)
Core values
Standards of ethical behavior in early childhood care
and education are based on commitment to the follow-
ing core values that are deeply rooted in the history of
the field of early childhood care and education. We have
made a commitment to
• Appreciate childhood as a unique and valuable stage of
the human life cycle
• Base our work on knowledge of how children develop
and learn
• Appreciate and support the bond between the child
and family
• Recognize that children are best understood and sup-
ported in the context of family, culture,* community, and
society
• Respect the dignity, worth, and uniqueness of each
individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full
potential in the context of relationships that are based
on trust and respect
* The term culture includes ethnicity, racial identity, economic
level, family structure, language, and religious and political beliefs,
which profoundly influence each child’s development and relation-
ship to the world.
Copyright © 2011 by the National Association for the Education of Young Children
POSITION STATEMENT
Revised April 2005,
Reaffirmed and Updated May 2011
Endorsed by the Association for Childhood Education Intern ...
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Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their families in programs for children from birth
through 8 years of age, such as infant/toddler programs,
preschool and prekindergarten programs, child care centers,
hospital and child life settings, family child care homes,
kindergartens, and primary classrooms. When the issues
involve young children, then these provisions also apply to
specialists who do not work directly with children, including
program administrators, parent educators, early childhood
adult educators, and officials with responsibility for program
monitoring and licensing. (Note: See also the “Code of Ethi-
cal Conduct: Supplement for Early Childhood Adult Educa-
tors,” online at www.naeyc.org/about/positions/pdf/ethics04.
pdf. and the “Code of Ethical Conduct: Supplement for Early
Childhood Program Administrators,” online at http://www.
naeyc.org/files/naeyc/file/positions/PSETH05_supp.pdf)
Core values
Standards of ethical behavior in early childhood care
and education are based on commitment to the follow-
ing core values that are deeply rooted in the history of
the field of early childhood care and education. We have
made a commitment to
• Appreciate childhood as a unique and valuable stage of
the human life cycle
• Base our work on knowledge of how children develop
and learn
• Appreciate and support the bond between the child
and family
• Recognize that children are best understood and sup-
ported in the context of family, culture,* community, and
society
• Respect the dignity, worth, and uniqueness of each
individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full
potential in the context of relationships that are based
on trust and respect
* The term culture includes ethnicity, racial identity, economic
level, family structure, language, and religious and political beliefs,
which profoundly influence each child’s development and relation-
ship to the world.
Copyright © 2011 by the National Association for the Education of Young Children
POSITION STATEMENT
Revised April 2005,
Reaffirmed and Updated May 2011
Endorsed by the Association for Childhood Education Intern ...
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Promoting equality, diversity and inclusion in schools is important legally and for creating an environment where all students can thrive. The Equality Act protects nine characteristics including age, disability, gender identity, race and religion. Schools should embed equality in policies and culture, challenge negative attitudes, provide support, and create an inclusive curriculum representing diversity. At the classroom level, teachers can promote inclusion through diverse resources, adapting practices, celebrating student diversity, and using inclusive language.
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Universal Design for Learning (UDL) is an approach to teaching that aims to accommodate all learners. It involves representing information in multiple ways, allowing for multiple means of expression, and fostering engagement through varied activities. When applying UDL principles to early education, teachers should consider how to design inclusive physical, social, emotional, and instructional environments where every child feels welcome and can participate and learn according to their strengths. This involves arranging classrooms, selecting materials, communicating rules, and involving families in ways that accommodate diverse abilities, languages, and needs.
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The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
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2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
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Sen information report 2019
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
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How to Promote Equality, Diversity & Inclusion in the Classroom.pptx
SEND policy
- 1. Special Educational Needs & Disability (SEN&D) 1 Written By: Melissa Pepin Policy Adopted on: Inclusion & Equality Policy Special Educational Needs & Disability (SEN&D) Signed onbehalfof the Nursery: Date for Review: Statement of Intent With a strong belief that every child matters, it is our aimto support every child in the setting to attain their maximum potential within their individual capabilities.Each person is viewed as an individual and mustbe afforded equal opportunities,whether they are a child,parent, staff member or visitor to the setting. Nursery, Pre-School & Staff Commitments Providinga childcareplace,wherever possible,for children who may have learningdifficultiesand/or disabilities.Each casewill bereviewed individually with the family. Adhere to the SEN&D Code of Practice Develop a plan to ensure children with SEN&D can participatein setting activities. Practitioners musthave parental consentbefore discussinga child’s development with other agencies such as Portage, Speech & language therapist,teacher for the deaf or health visitor. Keep parents informed at every stage. Actively seek out and undertake relevant trainingwherever possible. Designate a suitableSEN Coordinator for the setting. Providea safe,secure and stimulating environment in which children can thrive, and their needs can be met to a high standard. Provideresponsiveand caringkeyworkers. Celebrate diversity with all children. Promote equal access to services. Value the contribution of all families to our knowledge and understanding of equality,inclusion and diversity. Seek to overcome ignorantor offensive behavior,whether based on fear or dislike. Use a sensitiveand informed approach to counter any prejudiceshown. Strive to achieveagreed targets whilstalso allowingfor ‘low-inputdays’ because we all havedays when we justneed a break. Recruiting Staff In the recruitment of staff,we are committed to providingequality of opportunity. We will notdiscriminate based on age, race, sex, religion or disability. Duringthe recruitment process, potential staff will be expected to read, and agree to the equality policies held by the setting. Management will challenge inappropriatebehavior in linewith the supervision/disciplinary procedures. Legal Frameworkfor Policy 2015 Special Educational Needs and Disability codeof practice:0 to 25 years 2014 Children and Families Act2014,Chapter 6, Part 3 2010 The Equality Act 2010 (Disability) Regulations 2010.