Early Years Self Evaluationtoolkit 2013

Ethnic Minority Achievement Service

Early Years Self Evaluation Audit Toolkit

March 2010 Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 2 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Early Years Self Evaluation Audit Tool Planning for the Needs of Minority Ethnic Children and Families

Terminology:

ACTES Avon Consortium Traveller Education Service BME Black and Minority Ethnic. All minority ethnic groups including Gypsies, Roma and Travellers. DCSF Department for Children, Schools and Families, previously Department of Education and Skills EAL English as an Additional Language EMAS Ethnic Minority Achievement Service EYFS Early Years Foundation Stage PSED Personal, Social and Emotional Development

This is an audit tool designed for use in providers in relation to:

 planning and provision for minority ethnic children and families  general race equality planning  using reflective practice to improve the quality of provision  raising awareness and increasing practitioner confidence

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 3 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu This document draws heavily from work contained in:

 DCSF: The Early Years Foundation Stage. Setting the Standards for Learning, Development and Care for Children from Birth to Five (May 2008)  DCSF :National Strategies . Social and Emotional Aspects of Development . Guidance for Practitioners working in the Early Years Foundation Stage (October 2008)  Primary National Strategy: Supporting children learning English as an additional language . Guidance for practitioners in the Early Years Foundation Stage.(2007)  National Strategies : New Arrivals Excellence Programme  Primary National Strategy : Black Achievement Programme  Primary National Strategy: Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years.  Ealing EMAS Supporting children learning English as an Additional Language  The Inclusion of Gypsy, Roma and Traveller Children and Young People

The reference numbers for the above documents are contained in the Appendix at the end of the document.

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 4 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu U.A.:

Setting:

Manager/contact person:

Early Years’ Advisor:

Number on roll:

Number of BME/EAL pupils:

Languages spoken:

Date of visits:

1st Visit Very Confident Reasonably Not very confident confident confident 2nd Visit Very Confident Reasonably Not very confident Very little confidence confident confident

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 5 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu A Unique Child Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. How do we value every child as unique and actively promote inclusion?

Principles into practice cards 1.1 Child development/ 1.2 Inclusive Practice/ 1.3 Keeping safe/ 1.4 Health and well being Starting Out Moving on Aiming High Going Further 1a  Practitioners are aware  Equality of  On-going practice  Good intercultural Race Equality of statutory duties Opportunity Policy reflects a whole understanding and regarding Race includes an emphasis setting commitment to relationships in the wider Relations Amendment on Race Equality and equality, diversity and community is actively Act is in place and mutual respect promoted. See Appendices B,C,D effectively  Practitioners are aware implemented  All bullying and racist  Antiracist practice is of statutory duties incidents are embedded Providers must maintain regarding EYFS.  All policies clearly monitored, analysed records, policies and demonstrate an and acted upon procedures required for  Admission data records awareness of equality the safe and efficient ethnicity and home and diversity issues  Babies and young management of the language pertinent to BME children are providers. Children. supported to develop  All key persons have a positive sense of See Statutory awareness of the role of  All racist incidents are their own identity and Framework for EYFS EMAS, ACTES recorded and acted culture which helps Pages 25 and 38 upon them to develop a  Serious racist positive self-image. incidents are recorded and acted upon

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 6 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu A Unique Child

What is working well already? What evidence have we got that What do we want to develop next? supports this? 1a Race Equality

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 7 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 1b  A named practitioner  An audit of provision  Action plan for BME  Action plan for BME The role of the has been identified to for BME pupils is provision / attainment is provision / attainment is leadership team lead in relation to carried out and monitored and evaluated refined following Inclusion priorities for action outcomes of evaluation Providers must plan and identified organise their systems to ensure that every child  All practitioners are  Ongoing training  Self evaluation is receives an enjoyable made aware of how to needs are identified ongoing and and challenging learning access training advice and addressed demonstrates a sound experience that is and support in relation awareness of strengths tailored to meet their to BME issues and areas for further individual needs development which have clear benefits for (Statutory Framework for children EYFS page 37)

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 8 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu A Unique Child

What is working well already? What evidence have we got that What do we want to develop next? supports this? 1b The role of leadership team

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 9 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Positive relationships Children learn to be strong and independent from a base of loving and secure relationships with parents /carers and/or a key person How well do we ensure the development of positive relationships within and beyond the setting?

Principles into practice cards. 2.1 Respecting each other/ 2.2 Parents as partners/ 2.3 Supporting learning/ 2.4 Identifying a Key Person Starting Out Moving On Aiming High Going Further 2a  Key persons have  Linguistic and cultural  Linguistic and cultural  Efforts are made to The role of the key some understanding training needs of all specialist knowledge access or recruit person in meeting the of the linguistic and practitioners are and skills are utilised practitioners/ needs of BME children cultural backgrounds beginning to be by all practitioners as volunteers who can of their key children addressed through appropriate e.g. support children’s Providers must promote professional peers, parents / home languages and equality of opportunity  Key persons plan time development carers and support cultures and anti-discriminatory to work with services practice and must ensure parents /carers to every child is included know, understand  Key persons identify  Observational  Where appropriate and not disadvantaged and build positive and respond to the assessments are intervention plans for because of ethnicity, relationships with needs of individual used to monitor individual BME children culture, religion, home their BME children BME children development of BME in need are put in place language…….. and their families. children and inform (Statutory Framework for planning to support EYFS page 37) next steps in learning based on needs and interests

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 10 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Positive Relationships

What is working well already? What evidence have we got that What do we want to develop next? supports this? 2a The role of key person in meeting the needs of BME pupils

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 11 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 2b  In initial induction  Home visits take  There is regular  Home visits are built Sharing information with parents/ carers have place where possible communication into the induction families an opportunity to between parents/ process share information on carers and setting Creating framework for home background using appropriate partnership working systems, e.g. Partnership working  Parents/ carers are interpreter, written underpins successful made aware of the translation, verbal delivery of the EYFS EYFS experiences  Parents/ carers are communication where offered in the setting supported to develop necessary  Parents/carers are their understanding of encouraged to their  Parents/ carers are how the EYFS  Parents/carers are skills to support (Statutory Framework for made aware of their supports their child’s aware of how to activities EYFS page 10) children’s progress. learning support their child at home  Parents /carers are invited to discuss  Parents/ carers are  Parents/carers are their child’s progress aware of the progress routinely asked for and share their child has made their views on the information. and are involved in care and education Appropriate support is setting the ‘next provided. These provided for those at steps’ in their views inform ongoing an early stage of learning, recognising quality, improvement learning English. they are key partners of provision

Parents/ carers voice is evident in Learning diaries, e.g. WOW slips and achievement shared and celebrated

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 12 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Positive Relationships

What is working well already? What evidence have we got that What do we want to develop next? supports this? 2b Sharing information with families

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 13 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Enabling Environments How do we reflect cultural and linguistic diversity within its planned environment? The environment plays a key role in supporting and extending children’s development and learning.

Principles into practice cards 3.1 Observation, Assessment and Planning/ 3.2 Supporting Every Child/ 3.3 The Learning Environment/ 3.4 The wider Context

Starting Out Moving On Aiming High Going Further Starting Out 3a  Find out from parents  Next steps are used  The setting leaders  The setting leaders Recognising children’s /carers what children regularly to plan for have a clear overview have a system for achievements and can do at home and progression in learning of progress of all tracking the progress of monitoring progress they are interested in for individual BME children in the setting BME children and use children including those from this to inform planning Practitioners must have  Practitioners observe minority ethnic and practise within the effective systems to and document background setting ensure that the individual children’s learning e.g.  Progress is shared needs of all children are in individual Learning sensitively with BME met Diaries, Profiles parents /carers and children (Statutory Framework for  Practitioners have an EYFS page 37) understanding of child development

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 14 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Enabling Environments

What is working well already? What evidence have we got that What do we want to develop next? supports this? 3a Recognising children’s achievements and monitoring progress

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 15 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 3b  BME children’s home  Displays, resources  BME children and  The setting environment Establishing an effective and cultural and planned learning families contribute to is systematically learning environment: background, languages opportunities reflect displays and monitored in relation to culture and identity and dialects are ethnic, linguistic, cultural environment equalities issues identified and religious diversity Practitioners should  Practitioners actively  The physical value linguistic diversity  Resources reflect some  Make use of additional value linguistic and environment reflects, and provide opportunities consideration towards resources available cultural diversity in their values and extends for children to develop diversity signposted on daily practice children’s cultural, social and use their home www.emas4success.org and personal language in their play  Raised awareness of experiences as well as and learning  Audit of resources is diversity continually those in wider society undertaken in regard to informs resource (Statutory Framework for ethnic, linguistic, cultural development and  Opportunities to EYFS page 37) and religious diversity purchase challenge issues related to racism, prejudices and stereotyping are evident in day to day practice

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 16 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Enabling Environment

What is working well already? What evidence have we got that What do we want to develop next? supports this? 3b Establishing an effective learning environment: culture and identity

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 17 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 3c  The setting is aware of  The setting is aware of  The setting invites  The wider BME Links with the the BME groups within the strengths and members of the local community makes wider community/ the wider community needs of BME groups BME community into systematic and promoting within the wider the setting to share cohesive contribution to community  The setting is aware of community their expertise the setting cohesion the need to link with other providers working  Links are made with  Links are made with  Partnership working with their children other providers working other providers to share with other providers Creating to share information information and working with shared children is framework for working with their BME practices in support of well established partnership children BME children and working families Partnership working underpins successful delivery of the EYFS

(Statutory Framework for EYFS page 10)

What is working well already? What evidence have we got that What do we want to develop next? supports this? 3c Links with the wider community/ promoting community cohesion

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 19 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 3d  Short term planning is  Planning is flexible  Key person plans  Planning reflects Monitoring and evaluated on a and based on the activities and learning shared understanding evaluating the quality of daily/weekly basis to child’s interests and experiences that meet of BME planned provision of ensure it reflects the developmental needs the needs of needs/development teaching and learning needs and interests rather than a set individuals and of the children pattern of topics groups of children  Planning reflects high All levels of planning are including those from expectations for all underpinned by EYFS  Practitioners minority ethnic groups learners including principles  There is an understand potential BME children appropriate balance barriers to learning for  There is evidence of Providers have a of child initiated and BME groups. some adjustments for responsibility to ensure adult led activities BME children in  Planning meets positive attitudes to planning where diverse language and diversity and difference.. needed learning needs

Ongoing assessment is  The setting actively an integral part of the supports families to learning and access additional development process support e.g. referral to other agencies, specialist community (Statutory Framework for groups EYFS, pages 12 to 16, 9, 44) The setting actively seeks to enhance their understanding of languages, cultures of families

What is working well already? What evidence have we got that What do we want to develop supports this? next? 3d Monitoring and evaluating of planned provision of teaching and learning

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 21 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 3e  The setting provides a  Prompts support BME  Regular activities are  The learning Establishing an effective range of supportive children to access planned to support environment is rich learning environment prompts for BME routines, activities language with language indoors and outdoors: children within the and equipment development e.g. use experiences, both language and learning learning environment of Letters and visual and verbal  Practitioners respond Sounds, Time to Talk, A (language) rich and  The children’s home positively to use of Narrative Therapy  The learning varied environment language is visible first language environment supports children’s within the setting  Practitioners extend contributes to parents learning and  The physical vocabulary and ask a /carers understanding development giving them  Practitioners listen to environment gives all range of open ended of how they can a confidence to explore and talk with children, children opportunity questions to support support their child’s and learn in secure and modelling language to make independent language learning at home safe, yet challenging through shared choices development indoor and outdoor conversations spaces  First hand  The setting has  Practitioners actively experiences provide  The setting ensures created a rich (Statutory Framework for seek to gain an effective context that the potential for environment where all EYFS card 3.3) information about for learning language outdoor play space as families feel valued families home a learning languages as part of  The physical environment is  Respect for linguistic their admission environment includes maximised and cultural diversity procedures play and resources is clearly evident and which reflect  The physical embedded children’s cultural and environment provides linguistic identities children with opportunities to extend learning including first language

What is working well already? What evidence have we got that What do we want to develop next? supports this? 3e Establishing an effective learning environment indoors and outdoors: language and learning

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 23 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Learning and Development Children develop and learn in different ways and at varying rates and all areas of learning and development are equally important and inter-connected. How does the setting ensure effective learning by children and practitioners? Principles into practice cards 4.1 Play and Exploration/4.2Active Learning/4.3Creativity and Critical Thinking/4.4Areas of Learning and Development Starting Out Moving On Aiming High Going Further 4a  Practitioners have  Practitioners are Practitioners are  There is a planned The setting as a learning knowledge of the supported in supported to reflect CPD programme community : commitment EYFS and how to developing expertise on their practice which meets the to CPD implement this in their through a range of needs of all setting CPD opportunities: practitioners in the e.g. training, peer on  There is an ethos of setting The Childcare Act 2006  Practitioners are peer observation, collaborative working requires Local beginning to be modelling and with other The impact of CPD is Authorities to secure the supported to improve support from practitioners, children systematically provision of information, the quality of their specialists including and parents /carers monitored and advice and training to all interactions with all those with BME and carers reviewed by the childcare providers children through expertise leadership team appraisals and  The inclusion / particularly with (Statutory Framework for meetings equalities co- reference to the EYFS page 42 )  The inclusion ordinator leads CPD achievements of BME  The inclusion/ /equalities co- in setting children equalities coordinator ordinator updates attends regular knowledge through training in relation to CPD opportunities BME needs

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 24 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Learning and Development

What is working well already? What evidence have we got that What do we want to develop next? supports this? 4a The setting as a learning community: commitment to CPD

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 25 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Starting Out Moving On Aiming High Going Further 4b  Practitioners have a  Practitioners are  Practitioners work  Practitioners, Ensuring progress in knowledge and clear about each collaboratively with parents/carers reflect children’s learning understanding of child child’s next steps and parents/carers and on the progress of development through interests and use other professionals to individual BME the Development these to inform their negotiate next steps children and plan next Early Learning goals and Matters section of the planning in children’s learning steps in partnership educational programmes EYFS including minority with parents, carers  The support of ethnic children and other professional outside agencies is specialists. sought for identified (Statutory Framework for needs EYFS page 11-15 )

4c  Practitioners are  Practitioners regularly  Evidence of ICT used  Opportunities to Using ICT to support aware of ICT use ICT to support to support children’s use ICT are language development opportunities within learning e.g. CD learning is audible embedded in planning and access to the their setting player, tape recorder, and visible in the  Parents /carers are curriculum digital camera, setting confident in programmable toys  The setting informs supporting their parents /carers on child’s learning Support children in using ways in which ICT can through ICT a range of ICT media support learning

(Practice Guidance for EYFS page 78 )

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 26 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 27 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Learning and Development

What is working well already? What evidence have we got that What do we want to develop next? supports this? 4b Ensuring progress in children’s learning

4c Using ICT to support language development and access to the curriculum

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 28 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Appendix A Key Documents  DCSF: The Early Years Foundation Stage. Setting the Standards for Learning, Development and Care for Children from Birth to Five. Ref: 00012-2007PCK-EN  DCSF: National Strategies. Social and Emotional Aspects of Development. Guidance for Practitioners working in the Early Years Foundation Stage. Ref: 00707-2008BKT-EN  Primary National Strategy : Black Achievement Programme, Ref:00750-2007FLR-EN  Primary National Strategy: Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years, (Ref:0013-2006PCK-EN), Ref: 00068-2007FLR-EN  Primary National Strategy : Supporting children learning English as an Additional Language; Guidance for practitioners in the Early Years Foundation Stage Ref:00683-2007BKT-EN  National Strategies : New Arrivals Excellence Programme, Ref:00650-2007  Raising Standards-Improving Outcomes, Statutory Guidance, Early Years Outcomes Duty Childcare Act 2006, Ref:00080- 2008DOM-EN Appendix B: The Race Relations Amendment Act 2000 The Act requires that all statutory bodies:  should monitor their workforce to ensure that representation of minority ethnic practitioners reflects local and regional populations  should monitor the workforce to ensure that minority ethnic practitioners have proper access to training and progression  Create and implement strategies to prevent and address racism, including the monitoring of racist incidents and actions  Prepare a written policy on race equality  Assess the impact of its policies on ethnic minority children, practitioners and parents /carers with the emphasis on the attainment and wellbeing of ethnic minority children  Should promote good race relations within their organisation Non statutory bodies are advised to plan with the principles of the Act in mind.

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 29 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Appendix C Dealing with racist incidents

The definition of a racist incident is taken from the MacPherson report following the murder of Stephen Lawrence: ‘Any Incident which is perceived to be racist by the victim or by any other person’ . Similar definitions are used in relation to other hate incidents related to for example sexual orientation, disability and faith.

Any such incident that takes place has to be investigated, whether or not the investigator feels the incident will be proved to be racist or not.

All such incidents should be recorded, logging date, details of the incident, victim, perpetrator, repartee, summary of investigation and actions following the investigation. Actions can include discussions with parents /carers.

Appendix D. Specialist support services: Avon Consortium Traveller Education Service, Ethnic Minority Achievement Service

Avon Consortium Traveller Education Service, 01454 862620 This service provides the following services to Early Years providers:  outreach to support access of Gypsy, Roma, Traveller children and families to providers

 information & awareness raising training for providers to increase understanding & support inclusion

 resource loan & advice

 support for home/setting links

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 30 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Ethnic Minority Achievement Service, www.emas4success.org, [email protected] This service provides the following services to Early Years providers:  Telephone helpline 01454 862786. Speak to a specialist teacher any morning during term time  On line support : www.emas4success.org Advice, materials, events, links, resource information etc  Central training opportunities  Consultancy and training for providers with higher numbers of minority ethnic children and families. Support for policy and curriculum development, assessment of the needs of minority ethnic children and families. Customised planned support following self evaluation.  Case work. Assessment and monitoring of individual children; advice to providers of support needs.

To discuss support needs please contact the EMAS Helpline: 01454 862786

Child Referrals

Referrals should follow discussion with the Early Years Advisory Team in your authority. If referring a child for assessment please give the following information: name, date of birth, linguistic / cultural background, nature of the concern, parental interpreting needs (where needed).

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 31 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu Working Group Members

Fran Kirkwood North Somerset Early Years Foundation Stage Adviser [email protected]

Helen Poole South Gloucestershire Early Years, Area SENCO [email protected]

Julia Battersby Early Years Advisory teacher B&NES [email protected]

Judith Longstreth Head of Ethnic Minority Achievement Service [email protected]

Jane Lund South Gloucestershire Early Years inclusion Manager [email protected]

Karen Jarvis B&NES Early Years SENCO, advisory teacher [email protected]

Lynda Howells Head of Avon Consortium Traveller Education Service [email protected]

Latta Miller EMAS Advisory teacher, Early Years specialist [email protected]

Melanie Da Costa B&NES Early Years SENCO, advisory teacher [email protected]

Sarah Warboys Education Improvement Adviser, BME, North Somerset [email protected]

Early Years Toolkit Consultation: March 2010 Ethnic Minority Achievement Service Tel: 01454 862786; Fax: 01454 867195 32 e-mail: [email protected] www.emas4success.org website editor: Harvinder Bilkhu