I Know I Matter to You Glossary of terms used in this publication Diversity Inclusion We use this term to mean the range of We use this term to mean the process of visible and non-visible differences that identifying, understanding and breaking exist between people. Valuing diversity down the barriers to participation and means respecting and acknowledging these belonging. (Early Childhood Forum definition) differences, and engaging everyone who uses a service for the benefit of each individual Parents and the service as a whole. We use the term parents to include all parents and carers. Early Years Foundation Stage (EYFS) The EYFS is a framework of guidance and Practitioner statutory requirements for every early years We use this term to mean all people working setting working with children from birth with children. This includes early years to five years. Early years settings include workers, playworkers, childminders and nurseries, childminders and pre-schools. Its children’s centre workers and includes both overarching aim is to give young children the staff and volunteers. best possible start in life. For current EYFS guidance go to www.education.gov.uk Setting Equality We use this term to mean the environment We use this term to mean the recognition where the child is playing and learning. of the diverse needs of individuals and the This includes pre-schools, day nurseries, removal of discrimination, prejudice and childminders, crèches, children’s centres, out barriers, be these physical, attitudinal or of school clubs and playgroups. institutional, that limit what people can do and be.

Acknowledgements This publication was developed in 2010 with Essex County Council: contributions and support from the Early Early Years and Childcare Service Years and Childcare Equality Steering Group, which included representation from the Essex Libraries Service following organisations/teams: Ethnic Minority and Traveller Achievement 4Children Service (EMTAS) National Childminding Association (NCMA) Family Information Service National Day Nurseries Association (NDNA) Integrated Youth Service (IYS) Pre-school Learning Alliance (PLA) Special Educational Needs and Children with Additional Needs (SENCAN)

It has been updated in 2012 to reflect the changes in policy, practice and legislation

© 2012 Essex County Council Within this publication, I Know I Matter to You, designated pages are marked as copyright free. These pages may be reproduced by all early years and childcare settings in Essex. Pages not designated as copyright free are subject to copyright. Reproduction of these pages is only allowed with permission from Essex County Council. The information within this publication was correct at the time of going to print.

2 I Know I Matter to You Contents Page

Glossary of terms used in this publication 2 Acknowledgements 2 Introduction 5

Chapter One: Children’s Rights and Entitlements 1.1 Introduction 5 1.2 Important legislation 9 1.3 Activity: Using language to convey respect 13 1.4 Participation – meaningful ways to listen to children 17 1.5 Activity: Enabling children to express their views 18

Chapter Two: Equality and Diversity 2.1 Identifying children at greatest risk of discrimination 22 2.2 Information to raise awareness of different social and cultural groups 24 2.3 Social model of disability 33 2.4 Activity: Asking questions 35

Chapter Three: Early Support 3.1 Introduction to the Early Support approach 37 3.2 Activity: Partnership working with families 41 3.3 Activity: What do you see? 43

Chapter Four: Effective Practice 4.1 Working in partnership with parents 45 4.2 Systems to promote equality 49 4.3 Activity: Showing respect 52

Chapter Five: Challenges and Dilemmas 5.1 What kind of challenges might you face? 54 5.2 Responding to inappropriate remarks and behaviour 55

Chapter Six: Reflecting on Practice 6.1 Introduction to reflective practice 58 6.2 Using the Ofsted Self Evaluation Form 60 6.3 Activity: What is it like for a child here? 61

Conclusion 63 Directory of services 64

I Know I Matter to You 3 Introduction

Every child deserves to be treated with respect and to be able to access services that meet their needs. Whatever service you are providing, it must be able to adapt to meet the needs of all children. We know from research that some groups are more likely to experience disadvantage and discrimination than others, and there is now a legal duty on us to actively promote equality and to try and ensure that all children have equal access to our services, regardless of their own or their parents’ ethnicity, disability, religion, gender, age, gender indentity, pregnancy or maternity or sexual orientation.

I Know I Matter to You is for anybody I Know I Matter to You is complemented by working with young children. It has been a programme of inclusion training, which written primarily with early years and is being provided by Essex Early Years and childcare settings in mind, but professionals Childcare. Information on training courses working in other contexts, for example currently offered is available from the early children’s centres, out of school providers years and childcare service, contact details and volunteers, such as those running baby in the directory on page 65. and toddler groups, will also find sections that are relevant to them. There are six chapters which can be dipped into, or read in any order. Their titles come from the Early Years Foundation Stage, Commitment 1:2 Inclusive Practice. Each chapter consists of information and an activity. Most of the activities can be done by an individual alone, or used in group meetings or training sessions. I Know I Matter to You will support settings with raising quality, through offering an opportunity for continuing professional development and updating the knowledge and skills around equality and diversity of members of staff. It also clearly supports “The term inclusion is commonly the implementation of the Early Years used to describe the integration of Foundation Stage for early years settings, disabled people into society and and will support all those working with children in improving outcomes for children. disabled children into education and care. However, it is now being used in a wider context to mean the equal inclusion of all children and adults into all aspects of society.”

From All Together Now, Pre-school Learning Alliance, 2011

4 I Know I Matter to You 5 Chapter One: Children’s Rights and Entitlements

1.1 Introduction Resources: For further information on the UN Children’s rights and entitlements in the Convention, visit the Unicef website UK are covered by an international human www.unicef.org/magic/briefing/uncorc.html rights treaty called the United Nations Here you can find information on the Convention on the Rights of the Child. convention and summaries of the articles in different languages, including child-friendly The United Nations Convention on versions. the Rights of the Child (UNCRC) is an international treaty that applies to all children and young people up to the age of 18. It gives children and young people a comprehensive set of rights and “All children are citizens and have is separated into 54 articles or sections rights and entitlements.” covering different aspects of childhood and rights and freedoms. Early Years Foundation Stage: 1.2 Inclusive Practice All children and young people have all the rights in the Convention. Some groups of children and young people – for example those living away from home, and young disabled people – have additional rights. The UK Government agreed to make all laws, policy and practice compatible with the UN Convention on the Rights of the Child when it ratified it in 1991. This means that the legislation that applies to you as an early years or childcare practitioner will also reflect the principles of the UNCRC. The Early Years Foundation Stage themes link into the articles of the Convention. This is explored further within this section.

4 I Know I Matter to You 5 Provision, Protection and Participation rights: The three P’s Children’s rights can be divided up into the following three categories: Provision rights - these are things that children need: Education Health care Parental support An adequate standard of living, including adequate hygiene and sanitation Good nutrition, including access to clean drinking water

Protection rights - these recognise that children can be at risk of maltreatment: Protection from abuse and neglect Privacy and the right to family life Protection from armed conflict Protection from harmful drugs Protection from sale or trafficking Protection from treatment that could harm health or development Fair treatment within the law Rehabilitation after abuse or neglect Protection from work that is detrimental to health or education

Participation rights - these are about respect for the child and their views: A name, a nationality and a family Rest, leisure, play and recreation To take part in cultural life and the arts Freedom of expression Freedom of information, as long as it is not damaging To meet up in groups and to make friends To practise a religion To use the family language

6 I Know I Matter to You I Know I Matter to You 7 Learning and Development Learning 4:4 Areas of Learning and Areas 4:4 Development the right to have All children radio, TV, information from newspapers and the internet. These media should provide can information that children understand. Article 17 UNCRC, 4:4 Areas of Learning and Areas 4:4 Development the right to an have All children education. Article 28 UNCRC, Link to 4:1 Play and Exploration and Exploration Link to 4:1 Play the right to have All children and to join a wide and play, relax range of activities. Article 31 UNCRC, Enabling Environments Enabling Link to 3:4 The Wider Context Wider The Link to 3:4 concerned with All organisations for example, schools children, and the health service, should what is best for towards work each child. Article 3 UNCRC, Link to 3:2 Supporting Every Every Link to 3:2 Supporting Child disabled, who are Children either mentally or physically, and a right to special care have education so they can lead full and independent lives. Article 23 UNCRC, Link to 3:3 The Learning Link to 3:3 Environment The purpose of education is to personality, child’s every develop talents and mental physical abilities. should teach children Education own their parents, their respect to and other cultures. to live children should prepare It and peacefully in a responsibly society. free Article 29 UNCRC, Positive Relationships Positive Link to 2:2 Parents as Partners Link to 2:2 Parents apart, decide to live parents If the right to stay in have children contact with both parents. Article 9 UNCRC, Link to 2:3 Supporting Learning Link to 2:3 Supporting a right to find have All children out things, and say what they speaking, writing, think through the drawing etc. unless it breaks rights of others. Article 13 UNCRC, Each Other Link to 2:1 Respecting a right to be have All children their opinion when able to give making a decision adults are them, and adults that will affect should take it seriously. Article 12 UNCRC, Unique Child Unique Link to 1:1 Child Development concerned with All organisations for example, schools children, and the health service, should what is best for towards work each child. Article 3 UNCRC, Link to 1:3 Keeping Safe Link to 1:3 Keeping should be protected All children violence, abuse and neglect, from should protect and governments them. Article 19 UNCRC, Link to 1:3 Keeping Safe and Safe Link to 1:3 Keeping Well-being and 1:4 Health can do anything to your Nobody do not want them body that you should to do, and grown-ups you. protect Article 34 UNCRC, The chart below sets out how the commitments within four The chart sets out how below link to articlesThemes of the EYFS of the UNCRC. identify other commitments that link to the articles?Many of the articles Can you than one theme of the EYFS. link to more

6 I Know I Matter to You I Know I Matter to You 7 Learning and Development Learning Link to 4:1 Play and Exploration and Exploration Link to 4:1 Play the right to have All children meet, make friends with, and join clubs with other children. Article 15 UNCRC, Enabling Environments Enabling Link to 1:4 Health and Well-being and Link to 1:4 Health the right to have All children and to join a wide and play, relax range of activities. Article 31 UNCRC, Positive Relationships Positive Link to 2:1 Respecting Each Other Link to 2:1 Respecting the right to have All children what they want, think and believe and to practise their religion. Article 14 UNCRC, Link to 2:2 Parents as Partners Link to 2:2 Parents learn children help should Parents what is right and wrong. Article 14 UNCRC, as Partners Link to 2:2 Parents a who come from Children the right to have minority group learn and use the language Also to customs of their families. and religion practise their own language. use their own Article 30 UNCRC, Each Other Link to 2:1 Respecting should teach children Education own their parents, their respect to and other cultures. Article 29 UNCRC, Unique Child Unique Link to 1:4 Health and Well-being and Link to 1:4 Health the right to have All children privacy. Article 16 UNCRC, Link to 1:2 Inclusive Practice Link to 1:2 Inclusive or refugees who are Children asylum seekers in another the right to special land have the same They have protection. born who were rights as children in that country. Article 22 UNCRC, Well-being and Link to 1:4 Health a right to good have All children health and good quality should have All children care. nutritious food and clean water, so they stay a clean environment healthy. Article 24 UNCRC, Practice Link to 1:2 Inclusive disabled, who are Children either mentally or physically, and a right to special care have education so they can lead full and independent lives. Article 23 UNCRC,

8 I Know I Matter to You I Know I Matter to You 9 1.2 Important legislation ■ religion or belief ■ sexual orientation Information on the legislation governing ■ pregnancy and maternity early years and childcare settings is widely ■ age available and more in depth information ■ marriage or civil partnership is available in the EYFS materials which are available online via the Department for How people are protected from Education website: www.education.gov.uk discrimination The law prohibits ‘direct discrimination’, for This section aims to give an overview example if a nursery refused to offer a child of the Equality Act 2010, which replaced a place because the child has a disability; the existing anti-¬discrimination laws (for and ‘indirect discrimination’ – by offering example the DDA and the Race Relations protection where policies or practices within Amendment Act) with a single act. It an organisation may particularly disadvantage simplifies the law, removing inconsistencies people who share a particular protected and making it easier for people to characteristic. understand and comply with it. It also strengthens the law in important ways to The law also offers additional protection help tackle discrimination and inequality. against ‘victimisation’, which occurs where a provider treats someone badly because they The Equality Act 2010 have supported or made a complaint about discrimination (a person is not protected Protected Characteristics from victimisation if they have maliciously The Equality Act covers the following made or supported an untrue complaint), ‘protected characteristics’. Every person has and ‘harassment’, which means unwanted one or more of the protected characteristics, behaviour relating to a protected characteristic so the act protects everyone against unfair which has the purpose or effect of creating an treatment: intimidating, hostile, degrading, humiliating or ■ race/ethnicity offensive environment for them. ■ gender/sex ■ gender reassignment ■ disability

“Children should be treated fairly regardless of race, religion or abilities. This applies no matter: ■ what they think or say; ■ what type of family they come from; ■ what language(s) they speak; ■ what their parents do; ■ whether they are girls or boys; ■ whether they have a disability or whether they are rich or poor.”

Early Years Foundation Stage: 1.2 Inclusive Practice

8 I Know I Matter to You 9 Early Years Foundation Stage: 1.2 ‘Sarah seeks admission to a crèche for her Inclusive Practice son who has a disability which means that he does not have full bowel control. The Disability under the Equality Act crèche says that they cannot admit her son The Equality Act makes some other important because he is not toilet trained and the changes, for example around protection for children at the crèche are required to be. The disabled people. The definition of disability in refusal to admit Sarah’s son is not because the Equality Act is of his disability itself; but he is experiencing ‘a physical or mental impairment, which has detrimental treatment as a consequence of a substantial and long-term adverse effect his incontinence, which is something arising on the ability to carry out normal day-to-day from his disability. Sarah could challenge activities’ this exclusion on her son’s behalf by making a claim in the county court. The exclusion What has changed is that the disabled person would be unlawful discrimination arising from no longer has to prove that their impairment disability unless the crèche could demonstrate affects a particular ‘capacity’, for example to the court that it did not know that the boy speech, movement or eyesight. was disabled, or could demonstrate that its action was justified.’ Policies relating to access The Equality Act offers protection from Reasonable Adjustments ‘discrimination arising from disability’ – this Under the Equality Act 2010, service providers means if someone is treated unfavourably are required to make changes, where needed, because of something connected with their to improve service for disabled customers. disability. The following example is given in This may mean reasonable changes to the the Disability Quick Start Guide (Government way things are done (for example changing Equalities Office, 2010): a policy), to the building (for example by

10 I Know I Matter to You I Know I Matter to You 11 adding an accessible toilet) and to provide ■ To foster good relations between people additional support (for example by being able who share a protected characteristic, and to communicate with a child using Makaton). those who do not What is ‘reasonable’ will depend on all the Planning a Single Equality Scheme circumstances, including the cost, the benefit In order to show that a setting has due to other customers and how practical the regard to the public sector equality duties, we changes are. recommend that settings carry out an Equality The following is an example of an adjustment Impact Assessment and develop a Single that has been made for a disabled child to Equality Scheme or equality action plan, ensure that he could be included in the life of to show how they are working to promote the setting as fully as possible. equality of opportunity. To lead on this area of work, we recommend that every setting Case study: has a named person for equality: The Equality A childminder is going to start caring for a Named Co-ordinator (ENCO). The ‘Role of the child with a severe autism. The parents have ENCO’ training covers the main tasks that this expressed their concerns around safety, as person might undertake, including carrying their son frequently tries to escape when at out an Equality Impact Assessment and home, and has been found scaling walls and developing an action plan around equality fences a number of times. The childminder (the ‘Single Equality Scheme’). invites the parents to walk around the premises with him and to help identify what Carrying out these actions will help meet may pose a risk for their son. Between the requirements of the Equality Act, as well them they assess the risks and propose as demonstrate to Ofsted how the setting some changes to the type of fencing and are promoting equality of opportunity and to the shelving indoors. The childminder, inclusion. with support from his local childminding Case study: To advance equality of opportunity Development Worker, is able to make the between people who share a protected suggested adaptations. The boy is able to be characteristic, and those who do not. cared for by the childminder, together with his To advance equality of opportunity between younger sister. people who share a protected characteristic, Public Sector Equality Duties and those who do not; a pre-school carried For organisations such as county and district out an ‘Equality Impact Check’. Members of councils and the NHS, there are new public staff looked at a different element of the pre sector equality duties. Organisations that school provision each week, and discussed perform ‘public functions’ (such as a PVI whether this element would be inclusive setting offering the free entitlement) are also to children and families from a range of covered by these duties to have due regard to backgrounds. For example when reviewing the the need to: book corner, they found they had a number of books on the subject of differences, and of ■ Eliminate unlawful discrimination, how children lived around the world. However, harassment or victimisation they realised they didn’t have any books ■ To advance equality of opportunity featuring Traveller families or lifestyles. They between people who share a protected agreed that one member of staff would do characteristic, and those who do not some research on the internet and propose

10 I Know I Matter to You I Know I Matter to You 11 some titles that the pre-school should Resources and information consider when next buying books. Government information on the Equality Act Case study: To foster good relations between www.homeoffice.gov.uk/equalities/equality-act people who share a protected characteristic, Government guidance documents on the and those who do not. Equality Act A daycare setting began to care for a Turkish www.homeoffice.gov.uk/publications/ boy, who had recently moved to the area equalities/equality-act-publications/equality- with his parents. Before starting to care for act-guidance him, the keyworker found out about where the family had come from, what activities Pre-school Learning Alliance publication on he enjoyed and how his language skills in the Equality Act his first language were developing. She also Guide to the Equality Act and Good Practice learnt a greeting in Turkish and the mother (PLA, 2011) mentioned that she always sings a particular lullaby to calm him if he is upset. The keyworker asked the mother to teach her the lullaby too. She also planned some activities with all the children about where they and their families came from. They marked countries on a map where they had relatives and the keyworker found out that her setting was more diverse than she had imagined. She was able to follow on with activities including learning songs in different languages, which helped raise the children’s awareness of people from different backgrounds and develop good relations between people of different groups. Positive Action Some people with protected characteristics are disadvantaged or under-represented in some areas of life, or have particular needs linked to their characteristic. They may need extra help or encouragement if they are to have the same chances as everyone else. The ‘positive action’ provisions enable service providers to take proportionate steps to help people overcome their disadvantages or to meet their needs. There is no requirement to take positive action, but it should be considered.

12 I Know I Matter to You 13 1.3: Activity: Using language to Beginning the activity convey respect Each group or person should take the labels out of the envelope and put them into two The words that you use to describe people columns: one for words or phrases that you are important. Respecting people includes feel are acceptable to use, and the other calling them by the name by which they for words that are less acceptable, or even wish to be known and using labels they offensive. might choose, such as ‘black’ or ‘disabled’. This isn’t political correctness, it is simply respect, and not being rude. Reflecting on the activity Once you have finished, look at the sheet Language develops and changes all the with answers and explanations. time, because the world around us changes. Sometimes there is a range of terms  Did any surprise you? which might be used by different people.  What other words do you use to For example, describing a child as having describe people, particularly if you’re ‘learning difficulties’, ‘a learning disability’, annoyed or frustrated with them? ‘additional needs’ or ‘specific educational requirements’. However, some terms are  Are there any words that you or your known to be unacceptable and the following colleagues need to make a mental note exercise will explore these further. This to use or not use in future? activity can be done on your own, at a team meeting or other group session.

Preparing for the activity Photocopy the following page and cut up into separate labels. If you are working with other members of staff put a set of labels into an envelope and allow one set per group, with a maximum of 5-6 people in each.

12 I Know I Matter to You 13 Activity: Using language to convey respect.

Ria is Disabled Sean’s dad is half-caste person a queer Jack uses a Ethnics Mixed ethnicity wheelchair Danni has Jim’s family are Deaf people lesbian parents Travellers Sharazhad is People with Confined to a able-bodied spina bifida wheelchair The disabled Coloured boy He’s a pikie Accessible Non-disabled A black person toilet people Ella is Minority ethnic Normal children wheelchair groups bound We include She requires Our premises disabled a Personal are accessible children Assistant Cerebral Palsy We have a She’s special sufferer disabled toilet 

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14 I Know I Matter to You I Know I Matter to You 15  Acceptable language  Unacceptable language Disabled person People with spina Ria is half-caste Ella is wheelchair Acceptable. bifida  Unacceptable. bound Most disabled people Acceptable. This is a very dated  Unacceptable. are happy to be It describes the term to describe The wheelchair is a described like this, impairment. someone of mixed piece of equipment although some may ethnicity. that Ella uses to prefer ‘he/she has a get about, therefore disability’. It is always it is enabling best to ask what and to be seen people prefer. positively. A person is not ‘confined to a wheelchair’ either.

Jack uses a wheelchair We include disabled Ethnics Sean’s dad is a queer Acceptable. children  Unacceptable.  Unacceptable. It describes the Acceptable. Everyone has an A number of words equipment that Jack Include is a good ethnic identity like ‘queer’ and uses to get about. word to use, as it based on shared ‘queen’ are used by suggests that the geography, cultural the gay community setting is adaptable. tradition, language to describe Good inclusive or religion. 'Ethnics’ themselves, but practice removes or suggests that only are not acceptable minimises disabling some groups are when used by barriers to enable ‘ethnic’ and this is others as an insult. children with not true. ‘Lesbian’, ‘Gay’, impairments to take ‘Bisexual’ and ‘Trans’ part in the life of the are all acceptable setting. descriptive terms.

Deaf people A black person Sharazhad is able- She’s special Acceptable. Acceptable. bodied  Unacceptable. This describes the This is acceptable,  Unacceptable. This can be a impairment. Many as long as the word It implies that derogatory term, deaf people whose ‘black’ is used as disability is always although the first or preferred an adjective (eg ‘the created by a physical term ‘special language is British black community’) impairment, which is educational needs’ Sign Language (BSL) not as a noun (‘the not the case. is widely used, consider themselves Blacks round here’). including in law. part of the Deaf The term ‘specific Community. They may educational needs’ describe themselves is now preferable, as as Deaf with a capital nobody’s needs are D to emphasise their more ‘special’ than Deaf identity. anybody else’s.

14 I Know I Matter to You I Know I Matter to You 15  Acceptable language  Unacceptable language

Accessible toilet Mixed ethnicity The disabled He’s a pikie Acceptable. Acceptable.  Unacceptable.  Unacceptable. It describes the toilet Some people This label groups Pikie is a derogatory as it is. describe themselves together people who term and should not as dual heritage, may have nothing in be used. Traveller mixed heritage or common with each is generally a more mixed race, so if in other, and is also acceptable term but doubt, ask them for dehumanising. it is best to ask the their preferred term. family what they prefer. Our premises are Danni has lesbian Coloured boy Cerebral Palsy accessible parents  Unacceptable. sufferer Acceptable. Acceptable. This is a historical  Unacceptable. This describes the Some same-sex term and should no This implies that the premises, but in couples may describe longer be used. person is a victim, using the term you themselves as a gay and that we should should be confident couple. feel pity. Most that the premises are disabled people accessible. prefer words that evoke dignity and respect. Minority ethnic groups Non-disabled people Normal children Confined to a Acceptable. Acceptable.  Unacceptable. wheelchair It refers to any ethnic This describes people This implies that  Unacceptable. group that is in a as they are and is anyone in the No one is confined minority. a much better term minority is abnormal. to a wheelchair. It to use than ‘able- is a valuable piece bodied.’ of equipment which enables them to get about, and should She requires a Jim’s family are We have a disabled therefore be seen Personal Assistant Travellers toilet positively. ‘Wheelchair Acceptable. Acceptable.  Unacceptable. user’ is better. The description ‘Traveller’ is The toilet is not ‘personal assistant’ often used as an disabled. is preferable to overarching term that Use ‘accessible toilet’ ‘personal carer’, as covers Gypsies, Roma instead. an ‘assistant’ is a and Irish Travellers. more enabling term.

16 I Know I Matter to You I Know I Matter to You 17 1.4: Participation – meaningful Looking at childcare services nationally, under the Childcare Act 2006, all local ways to listen to children authorities have a duty to “have regard to such information about the views of All children have an equal right to be young children as is available to them and listened to and to have their opinions appears relevant to the discharge of those valued in a setting. This can be duties.” demonstrated in many ways in the routine and the structure of the setting. Article 12 This means that for services to be of the United Nations Convention on the successful and have a positive impact on Rights of the Child states: young children’s lives, the voices of young children themselves need to be listened to “Children have the right to say what they and actively taken into account. think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.” Listening to young children recognises that they are skilful communicators from birth, who communicate all the time through sounds, gestures, actions, and later through speech. The Reggio Emilia approach, which has influenced early years practice around the world, recognises that children have many languages, and young children express their views and their feelings in a range of ways. Taking part in decision making, however, is often equated with talking and as a result people working with children sometimes believe that very young children cannot ‘express a view’. If children grow up believing that their views count, and that they can influence their world, they will be more likely to grow up to be adults who play an active role in society and who believe that they have the power to change situations that they are unhappy with. “All children have an equal right to be listened to and valued in the setting.”

Early Years Foundation Stage: 1.2 Inclusive Practice

16 I Know I Matter to You 17 1.5: Activity: Enabling children to express their views The following activity will explore ways to listen to and understand more about what the children you work with, think and feel. Photocopy this sheet and answer the questions either on your own or in groups. Then consider and reflect on the answers on the following pages.

How might you If you involve children in staff were applying for a grant to recruitment? improve your outdoor area, how could you involve children in the development of your proposal? How might you find out the views of a child with English as an additional language?

How might you find out what a child’s favourite activities were, if they were unable to talk? From what age do you think a child can express their views?

Can you think of some Can you think examples of how a toddler might of a difficulty or a express their opinions? disadvantage of listening to young children?

Lots of hygiene routines are ‘done to’ children, e.g. nappy changing and nose wiping. How could you help a child to take a more active role in these activities?

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18 I Know I Matter to You 19 From what age can a child express Case study: their views? The following case study is reproduced with A child can express their feelings from birth. kind permission of Participation Works and As soon as they are born, a baby can cry, to Bridges, Bolton. It is taken from 'How To say that they are hungry or uncomfortable. Involve Children And Young People With From around five weeks, they can smile. Communication Impairments In Decision- These actions are responded to by loving Making' Page 6: Case Study 2. carers and through these responses, Emma was not interested in manipulating the baby gradually learns that they can the camera herself, but her carers took influence the world around them. photographs immediately after she had A baby or a pre-verbal child can express been examining an item; looking through their views by laughing, smiling, crying, or focusing on something from as near looking intently, turning away, and these to her perspective as possible. If she views can be gathered, primarily by had been dangling upside down from observation. a swing, spinning around, or peering closely at a leaf, they repeated the action Can you think of some examples of and photographed what they saw. They how a toddler might express their produced a series of photographs that opinions? illustrated the way Emma liked to see the interplay of natural light through objects Toddlers' first words will often be used to and the range of textures she enjoyed. express their wishes (‘No!’ ‘More!’). What we had previously seen as aimless You might also have thought of crying, wandering we now saw as much more screaming, pointing, smiling, laughing, and focused and purposeful as there was no body language, for example peering closely doubt Emma was captivated by certain at something, or running away. Even if their effects and textures. language skills are not yet well developed, there are many other ways that they use to If you were applying for a grant to communicate. improve your outdoor area, how could you involve children in the How might you find out what a development of your proposal? child’s favourite activities were, if You could find out what the children they were unable to talk? currently enjoy outdoors. You could do this The child will have other ways of by giving them disposable cameras and communicating – see answer above. letting them take photos of their favourite They may use augmentive forms of things. You might find that the communication, for example Makaton. areas that children consider You would be able to find out what they interesting are not those enjoyed through observing them closely. that adults value. Even very young babies will spend longer looking at objects/people that interest them. By following their gaze you can find out what they like.

18 I Know I Matter to You 19 This extract from Case Study 2 in the Big Lots of hygiene routines are ‘done to’ Adventure Outdoor Play Toolkit (Essex children, e.g. nappy changing and County Council) shows how even the nose wiping. How could you help a youngest children can get involved: child to take a more active role in “This project focused on the outdoor area these activities? used by children under 2 years. This area You can make sure that the child knows was part of the overall space but was self what is about to happen by explaining to enclosed. There was direct access to the them what you are about to do. You can outside area from the baby room… back this up by showing them something Children’s thoughts and views were relevant, for example the clean tissue, or gathered through drawings and discussions the baby wipes. incorporating pictures and photos of things If they are really involved in an activity, you they might want to be included. Information can wait a couple of minutes. from observations was also used to identify individual children’s preferences and Talking to babies and young children interests.” about what you are doing also helps them get involved, for example asking them to You could arrange to carry out regular lie down, or to help remove an item of observations, to record how many children clothing. You can encourage children to use each existing piece of equipment within take care of their own hygiene as early a given period of time. as possible by having clear routines, for You could also record how they use it, for example, the tissues are kept within reach example is a bridge always used as a bridge in a certain place, and a bin for disposing or is it used imaginatively? of used tissues is kept next to it. You could record how long children remain How might you involve children in involved in outdoor activities, and compare staff recruitment? those that occupy them for a longer period Even young children can contribute to a of time, with those that appear to be more person specification, through having the short lived – what are the differences? opportunity to talk about how they like You could take children out to different people to be towards them and describing areas, for example a park, the woods or the qualities that they view as positive, beach and note the type of activities that for example the new member of staff they appear to enjoy the most. should ‘laugh a lot’ or ‘like reading us stories’. Children can also participate at the interview stage, through including an informal session as part of the interview process, which gives children an opportunity to interact with candidates.

20 I Know I Matter to You 21 How might you find out the views of Finally, to sum up: a child with English as an additional “A child’s ability to contribute to early language? relationships will have a lasting impact on Accessing bilingual support can help the subsequent relationships and long-term self child express themselves. As stated in the esteem. National Strategies publication ‘Supporting This sense of belonging can be seen as Children Learning English as an Additional nurturing the seeds of citizenship within Language’ (DSCF, 2007), ‘...opportunities to our children and being ultimately of benefit use their home language can be like turning to our community. This ability to effect on a light in a dark room; the setting and change and sense of empowerment leads all its possibilities are opened up’. With children to the recognition that we are all children, close observation can be a all a community of individuals, each with key to finding out what the child enjoys, something unique to say.” and helps build positive relationships with parents or carers. Practitioner observations Quote from A Child’s Eye View, compiled by have also shown that children tend to Sara Bryson and Judith Dodd. Downloaded from be less inhibited in their language use http://www.newcastlechildrenservices.org.uk when outdoors, so taking advantage of Resources and information learning and play opportunities outdoors can support the child with English as an Listening to Young Children: The Mosaic additional language in developing their Approach, Alison Clark and Peter Moss communication skills in English. (National Children’s Bureau, 2001). National Children’s Bureau at www.ncb.org.uk Can you think of a difficulty or a Participation Works disadvantage of listening to young For further information go to children? www.participationworks.org.uk and search There are challenges to listening to children - for the ‘How to Involve Children and Young it takes time, both the time to actually listen People in Recruitment and Selection’ guide. to them, and then also to take account of RAMPS: A Framework for Listening to their views, or to adapt activities or routines. Children, Penny Lancaster. However, it can be very rewarding as you Download from www.daycaretrust.org.uk learn more about each child and see them Inclusive Communication Essex. actively participate. Support for communication with people with You may feel that listening to them transfers learning disabilities the balance of power too much, especially www.essex-ice.co.uk if it seems that you must respond to demanding behaviour. However, when children’s reactions or behaviour seem negative or are challenging it is likely that they are trying hard to communicate their frustrations or lack of understanding. For this reason it is essential that you listen and find ways to help them express themselves.

20 I Know I Matter to You I Know I Matter to You 21 Chapter Two: Equality and Diversity

2.1 Identifying children at greatest risk of discrimination

All children have equal rights to develop and learn, and you can find out more about Can you think of any more reasons why children’s rights in chapter 1. However, a child might be discriminated against? research has shown that children belonging Make a list of other reasons or to certain groups are more at risk of being situations you can think of and then discriminated against, and therefore, refer to those listed on page 23. at greater risk of not reaching their full potential than others. Children are less likely to reach their full potential if they belong to a minority ethnic group, are disabled, live in poverty, or are a boy. Of course not all children in these groups will be disadvantaged, and it is important not to make assumptions based on your perceptions of their background or circumstances. So while all children are born with equal rights, they do not have equality of opportunity from birth. Your role, if you are working with children, is to enable them to participate equally in activities and experiences. How you support their participation will vary from child to child.

“All children have a need to develop, which is helped by exploring and discovering the people and things around them. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs.”

Early Years Foundation Stage: 1.2 Inclusive Practice

22 I Know I Matter to You 23 Recognising how a child might Now come back to our title I Know I Matter experience discrimination to You: every child needs to know that they matter to someone. Exclusion is more likely In answer to the previous question you to occur if no one has that child’s needs at might have thought of some of the heart. 2.1 Identifying children at greatest risk of discrimination following: Children could be discriminated against Resources and information because of: Persona Dolls  Their appearance For more information on supporting children  The colour of their skin to think about inclusion and discrimination:  Their parents’ jobs www.persona-doll-training.org  Parents’ or brother’s/sister’s disability  Their religion  Their clothes  Their accent or language Always remember: To be  Their name included, a child needs to feel  Their behaviour that they belong. This means if  Their parents’ sexuality you are working with them, they need to matter to you.  Where they live  Their interests  Their ability or disability As you’ve probably realised, discrimination can occur for almost any reason. Any kind of exclusion can be damaging and hurtful for the child, but it is important to be aware of the historical and social context of racism and homophobia, in particular. People are still verbally and physically attacked in this country today, because of the colour of their skin or their sexuality. Members of the child’s family may also have suffered similar discrimination, so it will be important to consider the impact on them too.

22 I Know I Matter to You 23 2.2 Information to raise knowledge will help you ask the right questions, which will in turn support you in awareness of different social working with a family based on their reality, and cultural groups rather than your assumption of their needs or wishes. Stereotyping occurs when you form an opinion of an individual, based on Working with Traveller families assumptions, rather than on actually getting ‘Traveller’ is often used as an overarching to know them. It is where you believe that term that covers Gypsies, Roma and Irish a whole group of people all have similar Travellers. Many people are unaware that characteristics, for example you may assume Roma and Irish Travellers are distinct ethnic that a Muslim mother will be very passive groups, and therefore protected under the and will not attend meetings or open days, Equality Act 2010. because you think Muslim women don’t have much independence. This assumption Research acknowledges that Gypsies and may be based on an opinion drawn from Travellers may be the most discriminated the media, or on anecdotes you have heard. against ethnic minority community in Never assume, as each family’s situation is Britain. They experience the lowest rates different. Perhaps it is difficult for her to of healthcare, education, and employment arrange childcare, perhaps she also works, compared with any sector of the population. perhaps transport is an issue, or there is a language barrier. You will only find out by Racist incidents against Gypsies and talking to and getting to know the family. Travellers by individuals, as well as the media, are considered to be the highest However, there may be some characteristics experienced by any ethnic minority in that unite people of a certain faith, or England and this in turn effects how Gypsies ethnicity, or language. In this section we and Travellers interact with the non-Traveller provide information on some cultural public. In a recent consultation 66% of characteristics of some of the different Gypsy and Traveller respondents said that groups living in Essex today. Not all families they experience discrimination in Essex. will have these characteristics, but a little

“Some children's development may be at risk, for example: ■ children who are disabled and those with special educational needs; ■ those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness; ■ children from Traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves.”

Early Years Foundation Stage: 1.2 Inclusive Practice

24 I Know I Matter to You 25 Essex has a number of sites, both statutory Some Traveller families may not wish and private. It is estimated that there are people to know that they are Travellers, around 15,000 Travellers living in Essex. or children may not describe themselves as Gypsy or Traveller, because of fears of (Data and information above taken from prejudice or discrimination. This can mean the Joint Strategic Needs Assessment for that professionals working with families may Romany Gypsies and Irish Travellers living not initially be aware of the family’s ethnic in Essex, ECC, 2011) background. It is important to encourage children and families to be proud of their Culture and Community heritage and through this to encourage Some Travellers may move about seasonally, ascription (identifying yourself as belonging for example for work such as crop picking. to a particular group). However, many Traveller families live in Because of the shortage of authorised trailers on sites. Some sites are statutory sites, a significant number of Gypsies and (provided by the Local Authority) and some Travellers live on unauthorised sites and are private. Some Travellers choose to live are therefore considered homeless. Any in houses, although they remain ethnically child who is homeless is unlikely to be and culturally Travellers. Unauthorised sites able to benefit from consistent and high are often the subject of negative reports in quality childcare and early education. Much the media and for many people this is the research shows the benefits of high quality only information they have about Travellers. early years education to children at risk Media reports of conflicts between the of poor outcomes, so it is important that authorities and Travellers can fuel prejudice services for young children take the needs against Travelling families and can make of Traveller families into account. accessing local services even more challenging for them. Some other reasons why Traveller families may find it difficult to access services are transport issues, geographical isolation, lack of knowledge of early years services, safety concerns, communication barriers and parents’ own literacy and education levels. Parents are often worried about allowing their children out on trips outside of their family environment, so this may be something that needs additional thought and consultation than with non travelling families. Some Traveller children may have had little contact with non-Travellers and parents may find it difficult initially to trust a non-Traveller practitioner to look after their child. Building trust takes time and is a vital part of any work with any family. Some Travellers may not be familiar with the education or childcare systems so it is important not to assume knowledge

24 I Know I Matter to You I Know I Matter to You 25 that you may take for granted. They may Resources not know, for example, that early years Children's Voices: Changing Futures settings are registered and have to meet Camille Warrington minimum standards. Parents may fear Ormiston Children and Families Trust, 2007. discrimination and bullying, and may www.ormiston.org feel (or have experience) that the local community is hostile to them. Sensitivity is Early Years Outreach Practice crucial in reassuring parents that bullying Save the Children, 2007 or discrimination will not be tolerated, and explaining to them how it will be dealt with. Information Parents may have low literacy skills, so may need information given verbally, or they may Friends, Families and Travellers Charity need support completing any paperwork. www.gypsy-traveller.org Children may initially need additional support Gypsy, Roma and Traveller Leeds: The to get used to being in a large indoor space, permanent site of the Gypsy, Roma and being with a number of other children or Traveller communities playing with unfamiliar toys. www.grtleeds.co.uk

Good practice Essex County Council information for Travellers and support services Resources that reflect Traveller lifestyles www.essex.gov.uk and search for ‘Traveller should be available whether Traveller children’ families are currently using the provision, or not. This may include a toy caravan, Myth-busting Traveller culture trailers and other vehicles. Any work on www.grthm.co.uk/myths-and-truths.php ‘homes’ or ‘how we live’ should include Traveller homes. Many Traveller families have pets or other animals and any resources around animals will often be popular. Demonstrating acceptance of Traveller’s lifestyles is important, for example acknowledge that children may be absent for longer periods of time due to their travelling patterns. Consider providing them with an activity or a photo book of themselves in the setting to take with them to help maintain contact. Traveller children may experience more transitions than non-Traveller children and EYFS card 3.4 offers guidance on how to support children through changes in their lives. The Early Years and Childcare Ethnic Minorities Officer can provide support and advice to settings regarding the inclusion of Traveller and other minority ethnic children.

26 I Know I Matter to You 27 Working with different family Lone parents can be mums or dads, structures although statistically more lone parents are female. They may be bringing up Families can take many different forms – a child alone because of separation what is important is that children are loved or bereavement, so it is important to and welcomed for being who they are. They sensitively find out what, if any, contact the deserve this, whatever their family situation child has with the other parent. For further is, so it is your responsibility to ensure that information and support for single parents all families are welcomed in your setting. and those who work with them, visit Same-sex couples may both have equal www.gingerbread.org.uk parental responsibility for the child; If a child has suffered bereavement, they may have children from a previous the charity Cruse Bereavement Care heterosexual relationship, or they may not. may be able to offer support: Children may call both parents ‘mum’ or www.crusebereavementcare.org.uk ‘dad’, or they may have different names for them. You can find out more and access Extended families are where other relatives early years resources and information about form part of the family set up, for example families with same-sex parents by visiting grandparents, in-laws, aunts, uncles or www.outforourchildren.org.uk cousins. Children may live with many family members, or they may all live close by and Fostering is a way of providing a family life share care of the child. It is important, that for children who cannot live with their own you know who each family member is, so parents. Foster families may be caring for that you are able to interact with them a child for anything from a few weeks to appropriately. several years. They may provide temporary care while parents get help sorting out Step families can consist of children living problems, take a break, or to help children with one birth parent and one step parent, or young people through a difficult period or both parents may have brought children in their lives. How much contact children into the household, in which case there are have with their birth parents will vary. Some also step brothers and sisters. The couple children will return to their parents, others may then have further children, which will go forward for adoption. You can find means a new half-brother or sister for the out more about fostering and adoption by existing children. As with all families, it is visiting the British Association for Adoption important to ensure you know who has and Fostering at www.baaf.org.uk parental responsibility, what the contact arrangements (if any) are, and what the All group settings should have a Named children call the step parent. For more Person responsible for Looked After information and support for step families Children; it may be appropriate for this visit www.careforthefamily.org.uk/stepfamily person to also be the Equality Named Coordinator (ENCO). See page 48 for more It is important that you do not make about the role of the ENCO. assumptions about who people are. Not only could it put a child in a potentially vulnerable position but it can also be

26 I Know I Matter to You 27 hurtful and make families feel invisible. Working with refugee families Look at the following examples: A refugee is someone who is fleeing serious An older father was collecting his daughter danger back in their home country. They from a messy play session. The practitioner are given refugee status by the government smiled her welcome and said to the girl, of the new country. Someone who has fled “Look, Grandad’s come to collect you!”. from home and is seeking refugee status in another country is called an asylum seeker, A boy whose mother had passed away and they have to apply for official refugee brought home a card made at nursery with status. a printed message to ‘mummy and daddy’ inside. Refugee families will have a variety of different cultural, linguistic and religious A working mother who did not often get the backgrounds. English may be the second chance to take her child to pre-school was or third language that the child has had asked “Are you the new nanny?”. to start learning in a short space of time. A lesbian couple found that written Families may also have left their homes in communication from their daughter’s setting dangerous or distressing circumstances and was always only addressed to one of children may be traumatised. Families may them and that the other parent was never be in temporary accommodation and will be acknowledged. adapting to a new country, a new language, different food and drink, different services It is important to reflect on how the and systems, and may face the prospect of recipient in each of these situations might being moved on after a short period of time. have felt? The examples above were probably not intended to upset, but it is Issues to be aware of easy to unintentionally offend through Children’s development may have been ignorance. seriously interrupted by their circumstances. These and similar situations stress the They may need more time than other importance of building good communication children to adjust to their new surroundings and strong relationships with the families and to begin to make progress. They could of the children with whom you are working. be suffering from serious trauma and loss, Also remember if you are not sure, ask! and may find the threat of further changes, even minor ones, very disturbing. Children may not want to separate from their parent Always remember: In all at the setting. situations it is vital to have robust safety procedures in place, Families may not be aware of universal services, for example health care, to which especially regarding knowing who they have access. They may need help is collecting the child. with making initial contacts, for example telephoning perhaps a GP to make an appointment.

28 I Know I Matter to You 29 Working with families of different faiths You are likely to encounter many different faiths and beliefs when working with children and families. There are many different interpretations of different faiths, so it is important not to make assumptions about a family’s customs. It is best to ask if they have any dietary requirements, any prayer requirements, and if any particular festivals are celebrated. Inevitably, there will be families whose Good practice beliefs contradict one another. It is Find out the information that you would important that all families feel respected need to support any child. How to and accepted and if there are situations pronounce their name, who they live for potential tension or of discriminatory with, which language they speak and if behaviour, it is important that you stress to their language development in their home all families that you will not tolerate this in language is about average for their age. your setting. Make sure you can signpost the family to It is important to share your diversity policy further support if they need it. For example, with all families and explain to them that by having the contact details for the local you aim to create an open and inclusive health clinic, children’s centre and legal environment where all faiths and cultures advice line. are acknowledged and respected. Parents may prefer their children not to take part Resources and information in certain celebrations, and this wish Children’s Legal Centre should be respected, although ideally an opportunity should be available for parents Provides legal advice, information and to discuss why, and to work out a mutually representation for children and young people. acceptable alternative. www.childrenslegalcentre.com Tel. 08088 020008 Good practice The Refugee Council Find out how families of a particular faith www.refugeecouncil.org.uk feel about their child participating in events The Refugee Council also offers own language relating to another, for example Jehovah’s telephone and face to face appointments on a Witnesses do not celebrate birthdays, so if range of issues: you are celebrating another child’s birthday, it would good practice to ask the family http://languages.refugeecouncil.org.uk/english/ how their own child might be involved. services.htm If the family have particular dietary requirements, find out exactly how you can meet these.

28 I Know I Matter to You 29 Case study: Information on all the main world religions A childminder began looking after a child and an interfaith calendar from a Hindu family, who were strict www.bbc.co.uk/religion vegetarians. She asked if the mother could Persona Dolls show her what she could cook and the www.persona-doll-training.org mother invited her to their house one afternoon, and showed her how to make chapattis, and they agreed that she would “There is always some ethnic try to cook something familiar to the child diversity in a neighbourhood, one day a week, and on the other days she although large urban areas are would offer a suitable vegetarian option. All the children benefited from trying new likely to have populations with foods and finding out about the countries more obvious differences in skin where they came from. colour, physical appearance and Make it clear to families, for example through dress. It would be poor practice a diversity policy, why you celebrate or acknowledge different festivals, and how this to restrict play resources in ties in to the rest of your activity planning. a mainly ‘white’ area on the It is not good practice to celebrate a grounds that ‘nobody round here particular country once a year for a given festival and then not mention them the rest looks like that, …” of the time. Jennie Lindon, article on Community Playthings website, downloaded from Resources and information http://www.communityplaythings.co.uk Here are a selection of websites with useful Follow links to resources/articles/cultural- resources: diversity. Downloadable picture dictionary www.racingtoenglish.moonfruit.com Talking pen and dual language books www.mantralingua.com Advice, updates and language support www.emaonline.org.uk Useful site with a ‘language of the month’ feature www.newburypark.redbridge.sch.uk/ langofmonth.index.html Useful publications The Pre-school Learning Alliance offers publications that support every aspect of running an early years setting www.pre-school.org.uk

30 I Know I Matter to You I Know I Matter to You 31 Working with families from different information about joining the local library, socio-economic backgrounds craft activities using recycled materials, and passing on information about what is A family’s socio-economic background is available locally, for example free activities defined by their financial status, and also in parks or local museums. by the education and family background of the parents. According to government When arranging trips or outings, or figures, there are approximately 2.9 million requesting ‘snack money’ from parents, it children living in poverty in Britain today. is important to make it clear that you are More than half of these have at least one asking for a ‘donation’ for trips, and offer parent in work, but on such low wages parents the choice of providing their own they are still defined as living below the snack if they prefer. poverty line. Poverty in Britain is defined Involving parents is a key aspect of working by a relative measure - any household with with children, but not all parents will be children where the parents have an income willing or able to contribute in the way of less than 60% of British median income that you expect. You can plan for this by, is classified as in poverty. In 2009, for a for example, having some spare dressing family with two children, the poverty line up costumes to hand if you have asked stood at £283.20 a week, after housing has children to dress up for a particular theme. been paid for. Children living in poverty may have ongoing Resources and information health issues associated with poor nutrition Information about child poverty or inadequate housing. Parents may also The Guardian: have fewer resources, both financial and Visit www.guardian.co.uk and search for emotional, to support their child. ‘child poverty’. “Research suggests that by the age of 22 Information on tax credits and benefits for months, a child living beneath the poverty families go to www.direct.gov.uk and search line begins to fall behind peers from richer for ‘tax credits’. families, and by the time they turn six, previously less able children from wealthier Working with children with English as backgrounds will be ahead.” an additional language (from The Guardian, 18th February 2009) There are a number of different circumstances which mean that children are Good practice learning English as an additional language. A child may have recently moved to this Being able to signpost families to financial country with their family, and so may be support is vital: children’s centres are able getting used to all aspects of life in Britain, to offer families support with identifying of which speaking English will be one. and accessing benefits and they also have Other children may have been born here, links with JobCentre Plus, so they are able but their parents’ first language may not to support families with finding work or be English. These children may have had training courses that will help them improve contact with English through other family their skills. members, friends or by taking part in social activities; on the other hand, they may not. Sharing ideas for activities that are free All children learning English as an additional or very low cost is a really good way to language will benefit from support around help parents support their child’s learning their language acquisition. in the home environment. This could be

30 I Know I Matter to You I Know I Matter to You 31 Research has shown that speaking more than courses, which are usually available free of one language can give a child intellectual charge at local adult community colleges. advantages, and that the role of the first language is of great importance. Children need Good practice to continue to develop their first language, and Sharing information on the child’s the principles learnt can then be transferred to development with their parents is vital for a second or subsequent language. Therefore it all children. Where the parents do not speak is not advisable to insist on an ‘English only’ English this may be done through photos, approach. The best outcomes are where the video, use of an interpreter, or by providing whole family has the opportunity to become additional information in written form, which truly bilingual. Practitioners have a key role to they can read or translate in their own time. play in reassuring parents that maintaining and developing their home language will benefit Babies or very young children may find their children and support their developing songs or stories in their home languages skills in English. comforting, particularly at rest times or when they are distressed. Recordings are Children with English as an additional available commercially, or you could ask language rarely have speech and language parents to record a song or a story that you difficulties. They are likely to be as able as all can then play in the setting. other children, so the activities planned for them should be no less challenging. However, It is beneficial for all children to learn about it is important to find out how the child’s other languages, and to be aware that English language skills are developing in their home is one of many languages that are used to language, as difficulties there might suggest communicate around the world. All children an additional need when learning English too. will benefit from learning rhymes or songs in other languages as well as their own. Children may initially need additional visual support, to help them understand what is Generally, children benefit from adults being going on. This could be a picture timetable consistent in their language use, so if parents or photos showing what will happen next. or staff are bilingual, it should be discussed when and where each language is used. Placing children with others who are good language role models will help them learn This section has been adapted from English more quickly. Supporting Children Learning English as an Many children learning a new language have Additional Language, DCSF, 2009 a long ‘silent’ phase, where they are acquiring Widely available online. the skills they need in order to speak English. © Crown Copyright material reproduced with the They will always be able to understand more permission of the Controller, HMSO. than they can speak in the early stages of language acquisition. When they begin to speak in English this is evidence of the language that they have already learnt. It can be difficult to build relationships with parents if they do not speak English themselves. They may have family members who can interpret or translate for them, or it may be necessary to employ an interpreter for initial meetings with parents. It is helpful to be able to signpost parents to ESOL (English for Speakers of Other Languages)

32 I Know I Matter to You I Know I Matter to You 33 2.3 Social model of disability The opposite approach to the social model is the medical model. Contrasting the two models can help understand each one The social model of disability is a way of better. looking at disability. It was developed by people with impairments and describes the way that they are ‘disabled’ by society, not by the impairments that they have.

Some characteristics of the medical model Some characteristics of the social model

 The problem is the person with the  Recognises that discrimination against impairment. people with impairments is created by  A person is disabled because of their society, not by the impairment. impairment, part of them ‘doesn’t work  Recognises that we all have a responsibility properly’. to remove barriers to participation.  Disabled people are not able to live full  Expects that resources and facilities will be lives because their disability stops them. adapted to include disabled people.  The solution is to try to cure them,  Makes clear that while impairments are through medical treatment and therapy. a fact of life, if they are acknowledged  The expected reaction from others is of and planned for, they don’t have to be a sympathy or pity. problem.  They are only offered segregated services  Values disabled people and puts them such as special schools, special clubs and back in control of decisions that affect special institutions to live and work in. them.

Activity: Exploring the social model Now look at the social model and ask of disability yourself the following questions: How is the role of the disabled person Look at the medical model and think about changed in the social model, compared to the following questions: the medical model? Where is the balance of power? Who makes important decisions for the Who is in control? disabled person? Who do you think would be making the How has the role of society changed? decisions about the disabled person’s life? How does the social model change the way And what about the non-disabled public? professionals work with disabled people? What might their attitudes to disability be?

32 I Know I Matter to You I Know I Matter to You 33 Some definitions of disability mainstream of social activities. Disability is therefore a particular form of discrimination The Essex multi-agency definition of a and leads to oppression.” disabled child is: This is a definition still used today and was “A child or young person who has based on 1981 International Year of Disabled substantial difficulty, either permanent People, Alison John & Associates Limited. or temporary, in achieving his or her full potential in areas of personal or social The Equality Act (2010) definition of disability: development, emotional or physical health, family life, education or employment.” “A physical or mental impairment which has a substantial and long-term adverse effect Essex Multi Agency Strategy for Children and on a person’s ability to perform normal Young People with Disabilities 2011 - 2013 day-to-day activities.” Disabled people’s definition of disability: For more information about working with “The disadvantage or restriction of disabled children refer to chapter 3 page 37. activity caused by a contemporary social organisation, which takes little or no account of people with impairments, and thus excludes them from participation in the

34 I Know I Matter to You I Know I Matter to You 35 2.4 Activity: Asking questions  Can you teach me a few words, or a – What you need to know and favourite song? why you need to know it By learning a simple greeting or a child’s favourite song, you can ease the transition into your setting, both for the parents and However much you may know about for the child. This also helps the family to different ethnic backgrounds, cultures, feel welcome. religions and medical conditions, nothing can replace the knowledge that you build  What does your child call you/your up of individual children and families as you partner/their grandparents? work with them. Not all children call their parents ‘mummy’ If you are unsure of something it is usually and ‘daddy’, so this is worth asking all best to ask. Most people will not be families. Step parents may be called by offended, and will usually appreciate the their first names, a grandmother from effort that you are making to ensure that Germany might be called ‘Oma’, same-sex their child does well: couples may use a different word for each parent.  How do you pronounce your name/your child’s name?  Are there any special occasions or festivals that you celebrate at home? This is vital, particularly with unfamiliar names. Some families may try to ‘anglicise’ Even if you already know a family’s their child’s name, in an effort to make it religion, there are many different ways of easier for you to pronounce, however you practising. If families say they have ‘no should learn to pronounce the child’s name religion’, then you can ask them which as the parents say it. If not, the child may special occasions they celebrate. not realise that you are speaking to them,  In our setting we aim to help the which can cause a number of problems. children develop respect for one another  Which language(s) do you speak at and an understanding of different home? cultural practices by celebrating a number of festivals throughout the year. This should always be asked, even if the Some of the festivals we celebrate are... child appears to understand English, as Are you happy for your child to take they may also hear another language at part in these activities? home. It is important to find out which language they speak, (for example, there Hopefully most parents will be happy are a number of different languages that a for their children to take part, once they Nigerian family may speak) so that you can understand why you offer certain activities. acknowledge this language and possibly If parents have reservations, you may source dual language texts to use with the need to discuss why and see if you can children. negotiate an acceptable compromise.

34 I Know I Matter to You I Know I Matter to You 35  Is there anything I should know about your child’s clothing, for example if we are doing games or other more physical activities? Some children may wear particular items of clothing for religious reasons and you need to be clear what parents’ expectations are around this – if, when, and in the presence of whom particular items may be removed. If you carry out home visits you should also consider your own clothing when visiting a family, for example by not wearing inappropriate items and asking the family if they would like you to remove your shoes.  What are your child’s favourite foods, and how do you eat at home? It is important to find out all children’s likes and dislikes and even more important to find this out from non-white British families. Children may find the food you prepare very unfamiliar, or they may be accustomed to sitting on the floor to eat or using hands or chopsticks. If you know this it will help you to support the child.

36 I Know I Matter to You 37 Chapter Three: Early Support

3.1 Introduction to the Early Support approach

Early Support is the government programme to achieve better co-ordinated, family focused services for young disabled children and their families. Early Support is about professionals co-ordinating services so that parents are at The ethos and principles the centre of discussions. The effective use of Early Support is based The range of people using Early Support is on the principle of partnership working wide. It includes families with: with families. These principles are vital for working with all families, not just those with a  young babies leaving hospital with disabled child. medical and other support needs Some essential ingredients of partnership  older children where the need for extra working are: help becomes clear only in the second or third year of life  working closely together, with active participation and involvement  children who have obvious, multiple and significant factors affecting development  sharing power, with parents leading and learning  complementary expertise  children who have less obvious  negotiating and agreeing aims and difficulties. process Early Support provides an ethos and guiding  mutual trust and respect. principles, training courses, and a range of additional information and resources for You can find out more about working in families and practitioners. partnership with all parents in Chapter 4.

“It is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them.”

Early Years Foundation Stage: 1.2 Inclusive Practice

36 I Know I Matter to You 37 All children in early years settings need to have a key worker (EYFS Statutory Framework) who works closely with them and is the main point of contact for the family. For families with young disabled children, this principle continues in the role of the ‘Lead Professional’. ‘Lead Professional’ is the generic term used in current government guidance to describe a person who acts as a single point of contact for families and who helps to co- ordinate the services that the family access. If a family come to you looking for childcare for their disabled child, ask them if they already have a lead professional or key worker. The family can decide who the best person might be as their lead professional, and if their child attends your setting, the child’s key person or setting SENCO could take on this role. There are ten principles which sum up Early Support in Essex, and which are essential for working with families with a disabled child. Of course, all families will benefit if your service works to these principles:  The uniqueness of children and families is valued and provided for.  Children’s learning and development is monitored and promoted.  The care that disabled children receive is based on joint assessment, planning  Families are able to make informed and review processes that keep parents decisions. and carers at the heart of discussion and  Wherever possible, families are able to decision-making about their child. live ‘ordinary lives’.  Service delivery for children and families  Families and children are involved in is integrated and experienced by them as shaping and developing services. holistic, co-ordinated and seamless.  Working practices are integrated.  Families experience continuity of care through different phases of their  Families can be confident that the people engagement with services. working with them have the training, skills and experience required to meet their child’s needs.

38 I Know I Matter to You I Know I Matter to You 39 Training “Early Support training changes hearts and minds and helps to ensure that we place families and children at the centre of all we do.” Linda Fisher, Project Manager for Aiming High within Essex County Council, describing the importance of the development of Early Support in Essex. Resources and information Training and professional development are key to supporting a partnership approach Website to working with families. Early Support The Early Support website is at offers a wide range of training courses www.education.gov.uk/childrenandyoungpeople/ and workshops to meet the needs of both sen/earlysupport and provides information for families with a disabled child and the families and practitioners of all disciplines. practitioners working with them. It has details of the various training courses Early Support training is flexible and offered, videos of Early Support in action, adaptable to meet the differing needs of case studies and links to ordering Early participants, be they parents and carers, Support materials online or by phone. practitioners or managers. It can be delivered in a variety of settings, in a wide Early Support materials range of formats and in a flexible number of sessions. All Early Support materials are free to families and practitioners in England, and There are a number of Early Support can be downloaded via the website. Some trainers in Essex, who deliver courses are also available in different languages. across the county. The courses are most beneficial when delivered to multi-agency The Family Pack is a set of materials to help groups, for example including childcare families with young disabled children to: practitioners, social workers, health  co-ordinate information and service professionals and family support staff. provision and Some courses are currently provided free to practitioners in Essex.  find out some of the things they need to know. For more information consult the Essex Early It is held by the family, so it keeps the Years and Childcare training brochure. family at the centre of the planning process. A family can start to use the materials at any time, so if a child is diagnosed with a disability, for example at three years old, the Early Support approach can still benefit them.

38 I Know I Matter to You 39 Early Support background information booklets give general information about how services are organised and what families are entitled to. They are an excellent resource for anyone who may be working with families with disabled children. The booklets cover:  Childcare  Financial help  Social services  Health services  Education  Statutory assessment  Useful contacts The Early Support Developmental Journals help families track, record and celebrate their child’s progress through the early years. In a childcare setting, you could use the Early Support Developmental Journal to record observations, which will help meet the requirements of the EYFS. The Developmental Journals enable joint working, by improving everyone’s understanding of early childhood development and sharing information about how a young child is progressing. Where many different people are in contact with a child, they provide a shared framework of reference. Find out more about Early Support The Early Support Developmental Journal Use the EYFS CD and follow links to Early presents information about early childhood Support in the Learning and Development development in the same way as the EYFS. sections. This makes it easier for families with disabled children to discuss their progress with childcare practitioners and other professionals working with the child.

40 I Know I Matter to You 41 3.2 Activity: Partnership working with families

“For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible.”

Early Years Foundation Stage 1.2 Inclusive Practice

This activity explores how families might experience the input of different agencies and organisations and the importance of holding and sharing information effectively.  Who else might be working with a family?  How many other agencies can you think of who you might work in partnership with? ? ? ? The child and family you ? work with ? ? ?

This page is copyright free and can be reproduced for the purposes of the activity described.

40 I Know I Matter to You 41 Did you think of any of the following? Health Visitor Speech and Language Therapist Occupational Therapist Educational Psychologist Physiotherapist Consultant Paediatrician Specialist teacher GP Social Worker With so many people working with families, you can see how important it is that Key person from another early years or everyone talks to each other, and shares childcare setting information appropriately, so that the family SENCO from another setting don’t have to keep repeating their story. Children’s Centre Outreach Worker Here are seven key questions to consider if you are wondering when to share information: 1. Is there a clear and legitimate purpose for sharing information? 2. Does the information enable a living person to be identified? 3. Is the information confidential? 4. Do you have consent? 5. Is there sufficient public interest? 6. Are you sharing appropriately and securely? 7. Have you properly recorded your decision? A Flowchart of Key Questions for Information Sharing is published within the HM Government Information Sharing: Guidance for Practitioners and Managers. Copies are available from www.education. gov.uk

42 I Know I Matter to You 43 3.3 Activity: What do you see?

Part of the Early Support approach is about developing good partnerships with parents, and with other professionals. Partnership working is an integral part of good practice for anyone working with children, and this importance is reflected in the theme Positive Relationships within the EYFS. The following tasks support you to think about ways in which to develop those positive relationships, for which empathy is vital: the skill of putting yourself in someone else’s shoes. The following activities are adapted from Working in Partnership through Early Support: Distance Learning Text: Knowing Yourself and the Family by Jonathan Rix, Open University. see themselves and as their families usually see them, rather than framing them through © Crown Copyright material reproduced with the the professional lens. permission of the Controller, HMSO.

Task 1: Task 2: Look at this picture and write down your Read the following simple scenario and immediate first thoughts: explore what might be happening and possible solutions. What did you see? Helen has been happily doing activities at You may have initially identified a child in the table with Jamie. The focus is language a wheelchair, with a throat tube, and with and speech development, which has been under-developed legs. Of course, when assessed as Jamie’s primary developmental the boy, his family or friends look at the delay. As usual, though, when she gets out picture, they initially see a young lad having the sound cards Jamie knocks them from the fun at the bowling alley and pulling off his table and tries to get down from his seat. top to reveal that he is Superman. Seeing What did you think might be happening? the impairment first is a problem that we all have to struggle with. Professional You may have considered the formality of knowledge encourages us to focus on the the table as a problem, or the length of impairment. Practitioners need to take every time he has been sat there. Perhaps the opportunity for celebrating a child as they practitioner is giving some sort of cue of

42 I Know I Matter to You I Know I Matter to You 43 uncertainty before starting the cards. Maybe This emphasises the importance of positive the child understands that he cannot do relationships – between children, families these sounds yet, and does not wish to and those working with them. You can waste his time. Maybe he finds them boring. find out more about how to build positive Maybe the clear focus on his communication relationships in Chapter Four. difficulties is too threatening to him. Maybe the child enjoys picking cards up off the Resources and information floor. Maybe he is saying he wants to do Special Needs and Parents (SNAP) the activity somewhere else. Maybe he A registered charity that helps Essex families recognises that his friends and siblings who have children aged 0-25 years with never have to do this type of activity and special needs and disabilities. so doesn’t see why he has to. Maybe he http://www.snapcharity.org is annoyed that Helen has not listened to his previous complaints about doing this To find out more about different forms of activity or doing it in this way. Maybe Helen communication: feels under too much pressure to make him http://www.makaton.org/ use these sound cards as she has been http://www.pecs.org.uk/ taught that this is one of the best tools for developing sound production. Can Helen be absolutely sure that developing speech is the most important communication priority for the child? Maybe developing his signing skills would be of greater immediate value to him. Does Helen feel that this is a skill she can contribute to? Asking these questions does not of itself “Knowing when and how to call produce a solution, but it does provide a variety of options for changing practice in in specialist help is one important the search for the solution. element of inclusive practice.”

These activities demonstrate the importance Early Years Foundation Stage of reflecting carefully on what you see. 1.2 Inclusive Practice There are many possible reasons why a child behaves as he or she does. Observing “Early support for children them is important, and evaluating those observations is equally important. Different includes listening to families and adults working with the child might draw taking part in a sensitive two-way different conclusions from their actions. Parents may have different insights. exchange of information.” Early Years Foundation Stage 1.2 Inclusive Practice

44 I Know I Matter to You 45 Chapter Four: Effective Practice

4.1 Working in partnership if asked, want the best for their family and you can support them by working to find with parents out what ‘the best’ means for their child.

Parents need to be able to participate in Not all parents will wish to be actively the life of a setting. Participation suggests involved in their child’s daycare or a partnership of equals – practitioners are education. However, lack of involvement experts in children and childcare; parents does not necessarily mean lack of interest are experts in their children. in their child. It may be due to a lack of confidence or awareness so it is important Recent research has shown that children to include parents and to encourage their do better if there is good partnership input in as many different ways as possible. working between parents and settings. This encourages parents to be closely involved Children also have a right to express their in their children’s learning and also gives views and have them taken into account in parents access to services which can help to matters affecting them (see section 1.4 for support the whole family. more on this). The Narrowing the Gap Report identifies the The principle of partnership and involvement of parents as one of four key participation helps to foster positive themes that relate to successful practice. relationships with staff members and other (www.c4eo.org.uk) adults, such as volunteers, who may be working with you. A positive relationship with parents and carers is essential if you are going Effective partnerships to develop an inclusive and respectful working culture. A partnership is a two way For partnership working to be effective, the process – the views and contribution of the following elements should be present: professional and of the parent are equally  Active listening important. A parent knows their child  A ‘no blame’ culture better than anyone else and although they may be having difficulty with some aspects  Finding out parents’ views and taking of their lives or have quite complex needs them into account themselves it is rare that a parent does not  Clear, shared expectations love their child. Almost all parents,

“Ask parents whether there is a need for any special services and equipment for children who may require additional support. Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued.”

Early Years Foundation Stage: 1.2 Inclusive Practice

44 I Know I Matter to You I Know I Matter to You 45 Active listening To listen effectively, you need to put on hold your own ideas and anxieties about solving problems, or your concern about where a conversation might be heading. Concentrate on listening to what the person is telling you and the feelings expressed. What is the main message he or she is giving? Let them know that you are trying to follow their story by reflecting back to them what you have heard.

Do Don't

 Sit comfortably.  Advise – that might seem strange, after all what are you here for? There may be Observe carefully.  the time and the need for advice at the  Concentrate on listening. very end of the encounter, but wait to be asked, or make suggestions tentatively.  Make eye contact (though note that in Advice which has not been asked for is some cultures this is considered impolite rarely heeded and it more often than and challenging). not simply serves to end communication

 Reflect back what you have heard to rather than extend it. ensure that you have understood.  Self disclose – it can be appropriate to drop in an anecdote that shows that you  Reflect back what the person you are have some personal experience of what working with is feeling (particularly they are going through, but self-disclosure strong feelings). must be appropriate and brief. The service

 Help them describe their feelings. user needs to believe that you are tuning into them directly – not substituting your  Review what has been said and experience for theirs. ensure that you both have the same Judge – disapproval will shut anyone understanding of any agreement made  up. However bad you think the person’s (even if it is only that the service user is behaviour is or has been, you will be welcome to make contact again). unable to communicate effectively unless they feel respected.

 Miss the point – this is related to active listening (above). People who feel misunderstood are unlikely to return to clarify things.

 Ignore the point – don’t be tempted to try to steer the discussion into more comfortable areas. It is almost certainly the thing that makes you feel uneasy is what the person needs to discuss.

 Appear distracted – shuffle papers, break off to talk to a colleague, look around the room.

Taken from Active Listening Guidelines: Working with Family Diversity DFES, 2002. © Crown Copyright material reproduced with the permission of the Controller, HMSO.

46 I Know I Matter to You I Know I Matter to You 47 A ‘no blame’ culture Taking feedback into account: Everyone needs to be clear about how the The following is an extract from Young feedback will be used, for example will you Children and Racial Justice by Jane Lane. make all responses public in a newsletter, (National Children’s Bureau, 2008) or will they be discussed at team/committee “It is easier to raise issues and ask meetings? questions if an atmosphere of mutual trust Once you have received feedback you and respect between people has been can share how you have acted on it, for built up. In this situation it becomes more example in a newsletter: “Recently a comfortable to correct or discuss particular number of parents mentioned that one terminology without giving offence or being area they felt we could improve on was the offended. quality of the food in our setting, so this is It is easier to discuss potentially sensitive what we have done…” issues when workers feel confident and Much research has been done on working secure together. This is sometimes called, in partnership with parents, so you can also ‘working within a no blame culture’ where use information that is already available, for issues of concern can be raised, confident example when settings have asked parents that no one will be belittled or made to feel what they value about practitioners, their stupid or inadequate. It is not about doing answers have included the following: nothing.”  really likes my child and knows them well Finding out parents’ views and taking  listens, and doesn’t just tell us what to do them into account  understands if we are a bit late arriving Finding out the views of people using your service is important, and acting on those  cares about me as well as my child views is equally important! So you need to  gives me time to talk decide how you will collect views, and how  smiles and has a sense of humour you will use them to inform what you do.  helps my child learn Collecting parents’ views: This could be feedback forms,  keeps me informed. questionnaires, using audio recordings, Bullet points taken from EYFS guidance, Effective asking parents and writing down responses Practice: Parents as Partners, DCSF 2007 yourself, setting up a ‘parents’ forum’ or © Crown Copyright material reproduced with the ‘parents’ voice group’, ensuring you have permission of the Controller, HMSO. parent representation on any relevant committee or board meetings.

46 I Know I Matter to You 47 Clear, shared expectations 4.2 Systems to promote A partnership works best when everyone equality involved understands their role, what is expected of them and what they can expect A policy that is fit for purpose creates a from you in return. You can make sharing framework within which you can work. It important information easier with families should be clear to everyone involved that by having: it is not acceptable to make fun of or judge  Short, easy to read versions of your most any aspect of an individual’s identity. All important policies (and making sure that adults need to jointly take responsibility all policies are available to parents and for challenging discriminatory language other partners) or behaviour. Rather than blaming the individual, it is important to challenge the  Clear contracts or registration forms view expressed, and offer information and  A Communication Document or Working explanations as to why it is not acceptable. in Partnership Policy outlining what you Sample policies specific to different types will communicate, when, and how and of setting are produced by the National what you expect parents/carers to share Childminding Association, the Pre-school with you Learning Alliance, the National Day Nurseries  Taking time to talk to families about Association and 4Children. all of the above, in a relaxed, informal www.ncma.org.uk environment www.pre-school.org.uk  Taking time to listen and answer parents’ www.ndna.org.uk questions. www.4children.org.uk Equality Named Coordinator (ENCO) All registered early years settings should have an Equality Named Coordinator (ENCO). This is a member of staff who helps to promote equality of opportunity for children and families using the setting, and who works with staff and families to identify and remove any barriers to participation. However, for inclusion to work, every single member of staff and volunteer who is working with families needs an understanding of equality issues. This publication should help you, but it is also vital that equality training forms part of continuing professional development (CPD) for staff. Everybody can be prejudiced, even unintentionally, and everyone can benefit from training that covers the legal requirements and offers the opportunity for discussion within a ‘no blame’ context.

48 I Know I Matter to You 49 A sample job description for the Equality Named Coordinator has been included to help settings create this important role.

Purpose of the role Essential qualities  To help promote, co-ordinate and monitor equality of opportunity for The person should: children and their families in the  have a general understanding of pre-school/nursery setting. equality issues and of the issues faced  To work with children, staff, families by adults and children as a result of and volunteers to identify the barriers their ethnicity/disability/gender/age/ to participation, and to work towards religious beliefs/sexual orientation or removing those barriers. socio-economic background Main duties  have good knowledge of legislation relevant to equality  To lead work on implementing a Single Equality Scheme within the setting.  be a confident communicator, able to work with a wide range of people  To update and inform management/ committee of good practice and current  be willing to undertake additional legislation relating to equality. training as necessary  To oversee the reviewing and  understand where to access additional implementation of the equality/ support where necessary. diversity/inclusion policy.  To monitor any incidences of This sample job description has discrimination (direct or indirect) in the been adapted from All Together Now: setting and to make suggestions for Implementing an Early Years Equality improving inclusive practice. Scheme, (Pre-school Learning  To advise and support staff in equality Alliance, 2009). matters.  To organise or contribute to in-house equality training for staff.  To build positive relationships with the local community and engage members of the community in the running of the setting.

Recommendations to ensure that the role is carried out effectively  The ENCO should be managed by the manager or lead practitioner in the setting.  Responsibility for implementing change should be clearly defined, with the senior management team or committee having ultimate responsibility.  The ENCO should have some allocated time to carry out the role.  The ENCO should have time allocated to attend training.

48 I Know I Matter to You 49 We also recommend that any incidents relating to equality issues are recorded. Equality related incidents should be recorded for the following reasons:

 To promote reflective practice in the setting  To identify why something happened, in order to avoid it happening again  To help the setting plan short and longer term actions to promote equality  To ensure the setting has a record of the incident, in case of a complaint

On the next page there is a template to record equality related incidents on. It has been produced following requests from staff attending ‘Role of the ENCO’ and ‘Developing Equality’ courses in Essex. This form can be used to record incidents that relate to equality issues. Incidents should be recorded as soon as possible after they have happened.

Any member of staff who witnessed or who was involved in an incident can record it. The setting ENCO should ensure that incident records are reviewed regularly.

Once completed, the incident record should be stored confidentially. The ENCO, with the setting manager, should review incidents regularly, and use these to promote open and reflective discussion and to inform the development of actions on the setting’s equality action plan or Single Equality Scheme.

What sort of incident should be recorded? Incidents that relate to equality involving parents, children or staff: for example name calling or verbal abuse relating to race/disability/gender/sexual orientation/religion or belief/ age, situations where a child is excluded from play/social interaction because of their race/ disability/gender etc, incidents where a parent threatens to remove their child because of contact with families of different race/religion etc, incidents where discriminatory views are expressed. Note: Occasionally incidents may need to be reported further. If the incident relates to Safeguarding, the Safeguarding policy must be followed and Ofsted informed. If the incident involves someone getting hurt, the Accident/Emergency policy must be followed and Ofsted informed. Ofsted may also need to be informed if the incident contravenes the welfare requirements of the EYFS, for example if it demonstrates that the equal opportunities policy is not being implemented effectively.

50 I Know I Matter to You I Know I Matter to You 51 Confidential equality related incident report(template)

Name of setting

Details of incident Date Time Place

Description of incident

Initial response to incident

Ideas for long term actions

Initially dealt with by signed date

Incident witnessed by signed date

Signed by ENCO/Manager date

50 I Know I Matter to You I Know I Matter to You 51 4.3 Activity: Showing respect

As well as using respectful language (see section 1.3), there are other practical ways to show respect for different families. This is done through things like behaviour, activities and language. Fill in the diagram below with ideas about what you can do to make each family feel valued and a child know that they matter to you! ? ? ?

? ?

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52 I Know I Matter to You 53 Showing respect There are many ways that you can make all Language and communication children and their families feel involved and It is important to have resources in the respected within a setting. Here are ideas of child’s home language and to learn words of just some ways you can make that happen: their language so that they feel welcomed. Displays Check that you can pronounce a child’s Displays are a visual way to demonstrate name correctly, and if you’re not sure, and value families’ different circumstances, ask! Good communication within a setting background and structures. These can supports children by enabling their care to include photos, children’s pictures and can be more consistent and tailored to their be linked to creative activities. Remember needs. Keep regular communication books that a setting often has lots of material or diaries that are used to share information on display from posters, themed areas about what has happened, what has worked and information boards. These are all well and what needs to be reviewed. This opportunities to promote diversity through will also support a culture of reflective the images, language and content you use. practice. Books and resources Projects A wide variety of books and resources Projects or themed activities are a useful representing a variety of ethnic way of getting parents and children backgrounds/cultures/disabilities/ family involved in the life of the setting. It is circumstances are vital. It is important that important not to pressurise families to you don’t just buy resources to suit the join in or for children to feel that they children currently in your setting. Children might have to supply particular items or need to be exposed to a wide range of materials. You know your setting best, and diversity beyond their own experience. by being sensitive to individual children, you can use projects as a great way to Involving families and members of the local explore and engage children around topics community which support inclusion. This might include Inviting people into the setting to share doing projects on different countries/ foods/ their experiences or to demonstrate clothing/ lifestyles etc. particular skills helps bring different Most important is that each child is listened worlds alive for children. Making scrap to. This will guide you in the activities, books of the child’s learning journey are support and information which they need. also an excellent way of enabling families Taking time to listen and then to think to contribute and make a strong link to about your actions is key to showing promote the home learning environment. respect and making people feel valued.

52 I Know I Matter to You 53 Chapter Five: Challenges and Dilemmas

5.1 What kind of challenges might you face?

Some challenges arise as a result of direct discrimination: children, parents, members of staff or volunteers may make discriminatory remarks of a racist, sexist or homophobic nature, for example. Some children may try to exclude other children; adults may also do this without thinking. You need to be able to respond to these direct challenges to your inclusion policy, and know what procedures to follow, including recording and following up incidents. You can find out more about this in section 5.2. Other challenges might arise as a result of the building that you work in, or how you structure the day, for example you “Ensuring the needs of every may need to make adjustments in order to include a disabled child. You can find out child are fully met, even when more about making reasonable adjustments temporarily you need to spend in section 1.2. more time with a child who is new Challenges may arise as a result of the needs of some children conflicting with to the setting or whose behaviour is the needs of others, for example if several giving rise to concern. children are new to the setting and all need lots of comfort from their key person. Keeping a focus on the child's Some adults may also need support, and sometimes you may be faced with needs when a parent also has situations in which you need to follow your significant needs.” safeguarding procedures, despite hostile reactions from a child’s parent or carer. Early Year Foundation Stage 1.2 Inclusive Practice

54 I Know I Matter to You I Know I Matter to You 55 5.2 Responding to inappropriate remarks and behaviour

Even in settings or groups with good Verbal abuse of some groups, for example inclusive practice, there will be times when Travellers and of lesbian, gay, bisexual or inappropriate, hurtful or abusive remarks trans-sexual people may still be considered may be made. We all have a responsibility acceptable by some people who would not to act and respond to this – if we do consider publicly expressing the same views nothing then we are contributing indirectly about other groups. to the discrimination that has occurred. All discriminatory remarks or verbal abuse of any group or individual need to be challenged. Responses should be based on the following framework:

Hear Discriminatory remarks need to be challenged. Don’t pretend not to have heard.

Inform Respond Make sure that the correct information is Your response will depend on available, for example that a child with HIV whether you are talking to a poses no risk to others, as long as hygiene parent or a child. There are procedures are followed; or provide information some sample responses to on the value of children learning to respect different situations on the others from different communities. next page.

54 I Know I Matter to You 55 This flowchart presents an example taking you through some steps of responding to a challenge. This will help you look at different possible ways of dealing with these.

Incident occurs Laurie, a white 4 year old girl says to Maria, a black 4 year old: “You can’t be Sleeping Beauty, because you’re black and princesses have blonde hair and are beautiful.”

Respond: You could say “Sleeping Beauty was a beautiful princess, and there are lots of different ways she could look – it depends how you imagine her.” You could also ask Laurie how she thinks Maria might be feeling and add, “I would feel sad if someone told me I couldn’t do something just because of the colour of my skin.”

Inform: Explain that everyone can pretend to be a princess and princesses can have dark hair or blonde hair, or black skin or white skin. Talk to the parents of both girls at the end of the session and explain what happened and how you responded and if necessary what your longer term actions will be.

Support: Comfort the child if she is upset and help both children to develop their play together, perhaps by talking about different costumes that princesses can wear, or finding a book or pictures that show children of different ethnic origins dressing up.

Action – short term: Bring discussions about difference into children’s play, for example by discussing different hair, different clothes or the different places people live. Review your equality policy and ensure that all staff and parents are familiar with it. Record the incident.

Action – long term: Ensure that your resources genuinely reflect diversity and that books feature characters from a variety of different backgrounds, especially with stories where perhaps one representation of a character, e.g. Disney’s Sleeping Beauty is well known. It is important to seek out alternative versions with different illustrations. Audit your training needs around equality and diversity and ensure all staff and volunteers attend training. This can often give you new ideas on how to deal with challenging situations. Audit discriminatory incidents over a period of time, and use this to inform your Single Equality Scheme.

56 I Know I Matter to You 57 Some further possible comments and “My experience has been very different. responses to discriminatory remarks are Have you ever met a Traveller/Polish/gay listed here: person?...”

“All children are welcome here.” “Your comment does concern me. We teach the children respect here, so we “We are an inclusive setting, and we would appreciate it if you would also use welcome everybody.” respectful language when you are with us.” “We welcome and celebrate many different “We consider ourselves lucky to have such cultures and backgrounds, and we value all a diverse setting. Our children have the children.” opportunity to learn about each other, and “We aim to make all families feel welcome develop important social skills like respect here, regardless of their lifestyle or and empathy.” background.” “All children have a right to have their own “I can see that this is worrying for you. family make up respected and reflected Would you mind just stepping into the in our setting. It’s not for us to judge office/could we arrange a time so that I can parents.” give you my full attention?” “All children have a right to belong to a “Please would you mind not using community, and we make all children here language like that in front of the children. feel an important part of our group. It We welcome all children and families here.” doesn’t matter what their background or their ability is.” “We teach children respect for each other here, so we would appreciate it if you didn’t use offensive language here.” “We treat boys and girls equally here, it’s important that they all learn physical skills, and the more social and caring skills.”

56 I Know I Matter to You I Know I Matter to You 57 Chapter Six: Reflecting on Practice

6.1 Introduction to reflective practice

Reflecting on practice is part of developing yourself as a professional. It recognises that caring for children is important and worthwhile - something worthy of reflection. Often people see working with children as ‘instinctive’ or ‘natural’ activity, especially for women (and by implication, ‘women’s work’) and sometimes of having little value. These are unfair and inaccurate judgements and as someone in the children’s workforce you will know the care and skill which is needed to meet the varied needs of individual children. Creating and working in environments which enable children to achieve the best outcomes is crucial work. Through reflection, how you work with children becomes something worth consideration, analysis and improvement. It also enables you, as a practitioner, to begin to think critically about what you do, and to explore how you might do things differently in the future. It also allows you to think hard about how children and their families experience the care and environment you help create with the setting.

“How would a family arriving at your setting know that all children are welcomed and valued? By observing:  information in pictures, words and signs indicating how to get attention?  a warm smile and greeting from the receptionist?  photographs showing the names of staff?  a welcome board showing children and families from a variety of cultures, saying “Welcome” in different languages?  signs, symbols, photographs or objects relating to the lives of families who use the setting, for example, a charity event in a nearby park attended by children and families from the setting?  displays showing documentation of children's play, development and learning?  somewhere comfortable to sit?” Early Year Foundation Stage 1.2 Inclusive Practice

58 I Know I Matter to You I Know I Matter to You 59 Reflective practice benefits the children you on Thursdays we go to St Anne’s playgroup are working with, because you are more likely and on Fridays we go to the drop in at the to have identified activities, experiences or Methodist church.” When asked why she went discussions which will really support them, to a drop in group every single morning, she rather than doing things in a particular way replied, with some surprise, “…because that’s because that is how you have always done it. what I’ve always done.”

Reflecting on practice, means thinking about Has Kim planned her week to meet the needs what you do. It is an integral part of the of the children she is currently caring for? planning cycle, which begins with observing How might they benefit if she begins to the child: reflect on her practice? Case study: Reflecting on your practice can be done Kim was an experienced childminder. She anywhere and at any time, although it had been childminding for over 20 years and may be useful, particularly when working was a member of her local network. During a within a staff team, to have pre-arranged network visit, the Coordinator asked her some opportunities to reflect together. This questions about her daily routine, how she ensures that everyone, from senior team decided what to do, and how this benefited members through to volunteers and the children in her care. Kim answered: temporary staff, all have an opportunity to contribute. For registered settings, Ofsted’s “Well, on Mondays we go to St. Georges Self Evaluation Form is a tool that has been toddlers, on Tuesdays we go to Stay and devised to support this process of reflection Play, on Wednesdays we go to All Saints, and improvement.

Planning cycle diagram from the EYFS Observation, Assessment and Planning ‘in depth’ resources, DCSF, 2008 © Crown Copyright material reproduced with the permission of the Controller, HMSO.

58 I Know I Matter to You I Know I Matter to You 59 6.2 Using the Ofsted Self Evaluation Form

Early years and childcare settings are  How well do you ensure that your required to demonstrate to Ofsted that they environment and resources are available are inclusive and Ofsted’s Self Evaluation to all children? Form (SEF) asks a number of questions  How inclusive and welcoming is your around inclusive practice. service? Using the SEF can help you ask the right (Extract from Ofsted Early Years Self questions and make you think of examples Evaluation Form Guidance, p.16 available to back up what you do. The questions from www.ofsted.gov.uk) relating to inclusion that Ofsted currently ask you to reflect on in the SEF are: It is not enough to answer “Yes, my setting is inclusive”, or “We welcome everybody  How accessible is your building? here” – you need to say how, and preferably  How inclusive is your admissions policy? give a strong example.  Are there any groups of children who Every section of I Know I Matter to You will may be excluded from your setting by support you in finding your own answers your policy? to these questions. Ultimately the Self  How effective and inclusive are your Evaluation Form is a tool, just like this policies and procedures? publication, and it is up to you how you choose to use it.  Are they available to and understood by all parents, staff and volunteers?  Do you make them available in the languages of the children who attend?  How well do you work in partnership with parents and others to meet every child’s individual needs?  Do you consider boys and girls when planning activities?  How well do you meet the needs of children with learning difficulties and/or disabilities, and English as an additional language?

60 I Know I Matter to You 61 6.3 Activity: What is it like for a child here? The title of this publication, ‘I Know I Matter to You’ reflects the fact that the child needs to be at the centre of everything that you do.

In order to do this activity you will need to choose a child who you work with. Consider a child who may potentially be more likely to suffer discrimination in society, whether on the basis of race, disability, culture, background, language, appearance or any other reasons.

With this particular child in mind, answer the following questions:

Do we have a policy that explicitly protects this child from discrimination in our setting?

Do we have a named member of staff responsible for equality, and has this person discussed the setting's policies with the parent of this child, and explained to them how their child will be protected from discrimination?

Have there been any incidents where this child has been called names? How were these incidents dealt with?

Have any other children in the setting ever asked questions about this child, relating to his/her race/disability/language etc? Were these questions answered? How were they answered?

Do I and other staff have the skills that we need to work with this child?

Can this child find children like themselves reflected in our resources?

Do I have accurate information about this child's background/customs/language/abilities? If not, how can I get this information? How can I ensure that it is up to date?

Has this child's ethnic identity/disability/language/customs been reflected in activities that we have done with the group?

Is this child encouraged to access all areas of the curriculum equally? How can we evidence this?

Have we encouraged the parents of this child to share their particular skills, knowledge or experience with staff and children?

Do the parents of this child engage with other activities connected with the setting, for example open days, parents’ evenings, fun events? If not, what can we do to encourage them?

This page is copyright free and can be reproduced for the purposes of the activity described.

60 I Know I Matter to You 61 Resources and information Ofsted Self Evaluation Form and Evaluation Schedule Visit www.ofsted.gov.uk and search for ‘early years self evaluation form guidance’ or check within your setting as there should be a copy on file. Ofsted guidance on how inspectors will evaluate Equality and Diversity - search for 'early years evaluation schedule'.

62 I Know I Matter to You 63 Conclusion

We hope that this publication has given you some food for thought, and has provided useful information and activities which will enhance the way inclusive practice is developed and delivered within your setting.

Inclusion is the responsibility of everyone who works with children. An awareness and willingness to learn and reflect on what is best for each individual child and their family is vital. It is also rewarding as you see children grow in confidence and gain a sense of identity and value.

We acknowledge that we will not have covered everything, and that inclusion is a continual process, as all learning is. However we hope that, at the very least, I Know I Matter to You will help you ask the right questions, and together with colleagues from your setting, county early years staff, parents, and most importantly children you will find the answers which enable you to have the highest possible standards of inclusive practice for all children in your care.

62 63 Directory of Services

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