Iqs tailoring proposal


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The Inclusion Quality Standards is not about the children already successfully included in settings across Preston. Instead, the focus is on increasing opportunities for those children who are still facing disadvantage. Children who may carry labels that lead to negative attitudes, and those treated less fairly – and who consequently participate less fully. More importantly it is about delivering a quality services to all children, one that enables the autonomy that is fundamental to increased life chances.

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Iqs tailoring proposal

  1. 1. Inclusion Quality StandardsThe Inclusion Quality Standards is not about the children already successfullyincluded in settings across Preston. Instead, the focus is on increasing opportunitiesfor those children who are still facing disadvantage. Children who may carry labelsthat lead to negative attitudes, and those treated less fairly – and who consequentlyparticipate less fully. More importantly it is about delivering a quality services to allchildren, one that enables the autonomy that is fundamental to increased lifechances.Product BriefTo customise an Inclusion Quality Standards tool, to be used within mainstream andspecialist child settings, to help support children with any need. To enable play andchildcare workers to observe and assess children within a setting and reassesssupport allocation in line with child’s experience of setting, and if appropriate, reduceor increase support.
  2. 2. Inclusion Quality Standards AimsInclusive practice addresses the needs of all children. Within the Inclusion QualityStandards, community cohesion is implicit and the positive action favouring disabledyoung people is explicit. Policies and changes in practice should address both thedisadvantages of the few, whilst enhancing wellbeing for all young people. Bychanging practice to ensuring all young people’s needs are met in a flexible way theInclusion Quality Standards will help provide a service more grounded in ethicalcommitment than compliance.BackgroundThe Inclusion Quality Standards has been developed to ensure that the principlesunderpinning equality are fully extended to all children across all settings in order toaddress both gaps in provision and to raise standards. A rights based approach willunderpin practitioner development within the context of daily activity, in order tosecure reflective practice and develop new confidence to support every child’sdevelopment.Underpinned by robust equality and play theory the Inclusion Quality Standardshelps practitioners who wish to respond to children more effectively andappropriately given any level of support. While most settings are compliant byadhering to the law, for many the outcomes that require ethical Commitment tochildren’s rights can be difficult to address. When it comes to vulnerable children apositive and proactive approach becomes particularly important where support canbe threatened by wider financial and organisational pressures. Access to playopportunities is a fundamental human right, and therefore the strategies that promote
  3. 3. more active participation within a child-centred approach are critical to achieving theethical practice of a rights approach. Although practitioners cannot legislate for everyaspect of a childs life and potential happiness; if they can do something that willenhance their happiness then there is a duty to do so. Aiming to articulate morecongruently principles in practice can help children to be happy in the present andflourish in the future.According to the Lamb report, despite understanding the theory, many practitionersstill have trouble putting it into practice. Often despite genuine support for inclusivevalues, it is the transition from theory to practice where the real challenge lies.Practitioners struggle with the task of shaping services to children, young people andtheir families. Within the Inclusion Quality Standards, ‘predict-and-prevent’ is a keyprinciple and underpins the policy cycle, because changing guidelines and rules arepart of a flexible service delivery. The Inclusion Quality Standards will helpprofessionals find a way of working that enables deeper change through reflectivepractice and action learning. This cycle of observation, planning and review, has apositive impact on the wellbeing of all the children in every setting. The InclusionQuality Standards is not about passive policy, it is about discovering, understanding,evolving intelligent solutions to real issues and creating a shared vision that has apositive impact on the organisations culture.Inclusion Quality Standards - Objectives• To highlight the importance of planning activities to include all children.• Review the principles of inclusive practice• To observe impact of current practice.
  4. 4. • To develop new ideas to create opportunities that promote autonomy for all children.• To explore how policy can positively encourage children, play workers, volunteers and parents and carers to take part in wider play opportunities.• To recognise that equality issues are an essential part of policy and are underpinned by legislation.• To consider the importance of risk to development, creativity and wellbeing, and develop strategies that develop risk to enhance participation.Developing Inclusive Practice in PrestonWithin the Inclusion Quality Standards the term ‘inclusive practice’ will be used,rather than ‘inclusion’, in order to reflect the emphasis on continued improvement.Based on research this demonstrates the evaluation, review and practice changerequired for ongoing development. In contrast to the idea that inclusion is target to bereached and then considered to be finished. Supported by the Inclusion QualityStandards practitioners will be encouraged to examine their own behaviour in orderto take further steps towards increasingly better practice. Ultimately, to ensure thatall children and families are treated fairly irrespective of their differences. Inclusivepractice is a journey towards the development of an ‘inclusive culture’ where ratherthan offering an alternative to what already exists, we build on current good practice,moving towards a personalized service that respects children’s individuality.This Play Support Protocol will help develop specific strategies to change a setting’sculture giving a richer, more enjoyable experience. The extent to which children’swellbeing is taken seriously and perceived as an indicator or a measure of successwill determine its priority as an outcome of best practice.
  5. 5. Best Value – Estimate CostingInclusion Quality Standards – customisationFirst meeting – allow ½ day4-6 days work over 1-2 months to produce full draft document for review - 3 hardcopies.Allow 2 days for review by practitioners, followed by feedback session (30 people)Includes 2 days - copywriting, edit and modification on based professionals’ needs.Final delivery – document for print in pdf / word format + hard copy.Total maximum estimate: £4 000The fee can be reduced depending on practitioners involvement.(Fees based on £500 per day per consultancy, excluding expenses, travel oradditional hours). VAT will be added to each invoice at the current rate.
  6. 6. EQuality Training – informationThe core business of EQuality Training is to deliver high quality programmes in equality andinclusion. Our training programmes are grounded in robust equality theory. They providethe framework and guidance that enables positive change to working practice. All ourexperience is therefore specific to delivering equalities training and facilitating learningaround equalities issues.Understanding EqualityFrom an equality perspective this positive action based programme identifies themarginalised groups within the community and seeks to develop specific action to promotetheir inclusion. It will support people towards a deeper understanding of the meaning ofequality. This course aims to help participants develop a clearer understanding of fairpractice and feel confident and competent in taking action to eliminate unfair practice. Itwill help to embed ways of celebrating difference within policy and practice, and developTools for Change in their own organisation. By the end of the course, participants will havepractical ongoing strategies to develop their own inclusive practise.Our ApproachEQuality Training delivers bespoke programmes that match the needs of each client group.We take care and time to explore the requirements in detail and create the right blend ofprogramme elements to deliver the aims identified by the client. With our fundamentalbelief in sustainable shared leadership we offer stakeholders the control to shape their ownlearning through active participation and dialogue. An EQuality Training programme is notabout passively receiving information. It’s about discovering, understanding, evolvingintelligent solutions to real issues and creating a shared vision that enables change.For 10 years Equality and Diversity has been the core business of EQuality training. Ourongoing professional development has included published research, programmedevelopment and peer mentoring with other professionals. We are leaders in this fieldbecause we make sure we keep abreast of new developments and evolving ideas through a
  7. 7. wide network of other organisations.At EQuality Training we are deeply committed to the value of equality, and our mission is toimprove the life chances of whole communities through the development of inclusivepractice. We wish to furnish all with the understanding and confidence to challengediscrimination and remove the barriers in society that so many people face. We areadvocates for social justice. We have achieved this by making sure Equality and Diversitytheory is evident throughout our policies, working documents, codes of practice andtraining materials.Learning is everythingWe identify the starting point for each learner by asking each group to identify their learningoutcomes – we do not impose ours. We appreciate each learner will have different needs,therefore it is up to us to deliver to these needs. We do not impose a rigid teaching style, weoffer different ways for participants to engage. Each learner is given an opportunity toexperience their preferred learning style in any session, and we check in at the end of eachlearning activity in order to personalize the teaching increasingly as we go through theprogramme.Our teaching is underpinned by our definition of Inclusive Practice:To reach equity, equal outcomes for each learner, respecting learner equality requiresdeliberate action, it is this strategy we call inclusive practice. This way of working enables allparticipants to be accommodated and for diversity and difference to be respected. It isthrough deliberate intervention that we help secure equity for every learner irrespective ofability or circumstance.Inclusive practice is an organic process: rather than offering an alternative views or rightanswers, it builds new perspectives by developing a shared dialogue. It is vital that inclusivepractice is not understood as a tool to ‘mainstream’ the difficult or the needy. Crucially,teaching practice needs to change and become a personalized service, within a nurturingculture that respects learner individuality and diversity. Inclusion: personalisation applies equally to the gifted and talented and those with special needs. In
  8. 8. many ways it offers a powerful strategy to ensure optimum provision for all young people that is geared to their particular needs and talents. ( p 8)Inclusive practice is rooted in person-centred-planning. As Bunch describes how Canada hasshifted from a teaching service to learner-centred organisations with an approach rooted inrights and values: Where inclusive education in Canada is successful, all learners are viewed as true learners, true learners at their own levels of ability. Learning more powerfully than most, as with students labelled gifted or talented is still learning. Learning more modestly than most, also, is still learning. (Bunch, 2005, p 6)Ultimately, inclusive practice will vary for every group, department, organisation anddelivery should always be unique to every individual student.Our courses are practical and action based. We identify and share good practice, using thisas a starting point for development. All participants are given a vision of joint responsibilitywhere equality is the responsibility of all, and are encouraged to find solutions to barriers intheir own practice. Practitioners focus on the diversity of their customer base and gatherideas about how to support each other and develop their knowledge base with regard tomeeting customer need. Skills that participants wish to develop are addressed and anoverview of action planning is given. This provides a framework in which actual next stepsbecome a reality within a planned timeframe.Recent and Ongoing WorkInclusive play - Aiming High for Disabled Children in the Wirral: A series oftraining days for a mixed audience of childcare providers, social workers, playleaders and children’s services, with aims to signpost disabled children intomainstream provision and to improve wellbeing of all children within play setting,afternoon clubs and seasonal schemes.Everyone Can Play – Bradford Play Service: over a number of years, thesesessions were deliver to increased playworkers knowledge of Disability Equality
  9. 9. more specifically with playwork, by removing barriers and increasing participantknowledge of children’s rights.Disability Equality Training – NSPCC. The aim is for a more personalised andflexible service for all children. This session gives a step-by-step tour of theseimportant and compulsory legislations and leads to a secure understanding of theroots of all equality policies and procedures.Culture change and inclusive practice at Bradford University: Workshops thataddress understanding of the length and possibility of change needed to achieveinclusive practice. One in which the importance of directly involving marginalisedgroups in policy and service provision is critical. The intentional concept shift awayfrom assimilation accepts inclusive practice as improving community life and guidedby a desire to create a healthier organisation.Equality & Diversity workshop: Delivery of an ongoing series of Equality andDiversity training days to practitioners from the Pre-school Learning Alliance inRotherham. Themes included equality, personalizing participation, communityinvolvement to audiences of childminders, early years workers and play workers.East Riding Disabled Children’s Services, Inclusion Training and ECM: For awide audience including participants from Extended Schools, Early Years, YouthCentres, SENCOs, Childminding Provision, local Police Service and Health ServiceManagers. This ongoing series of training days gives a personal understanding oflegislation that participants can use to improve their working practice.Equality (single-strand) day workshop: Delivery of Disability Equality Training toBradford Department of Services to Children and Young People across all fiveregions. The session gave an understanding of the current legislation with referenceto local strategy, and began to map out a vision of an inclusive service.TerminologyEvery person is different, and every person has different needs, by meetingeveryone’s needs inclusive practice insures rights come as a human entitlement
  10. 10. ‘Disabled Children’ is a term deliberately written with capital letters, to emphasise thepoint that ‘Disabled’ is both an appropriate and political term for people who faceoppression and segregation on a day to day basis.The material does not deal with specific conditions related to different impairments,the focus is on social barriers not medical problems. (based on the Social Model andMedical Model of Disability).