The Children Act focuses on the welfare of the child and stated that “the welfare of the child is the paramount consideration. ” (Children Act 1989 www. devon. co. uk) In my setting the child is at the heart of everything to do with him/her. For example the setting plans outdoor activities in which they may play or do classroom related activities. The setting has to take in consideration the child’s safety through the environment, the activity planned, how the children will get there and the practitioner to child ratio.
This piece of legislation links to the child protection policy, this policy ensures that all children in the setting are protected. The policy aims to protect the child by all means from confidentiality, photo/video, to bullying, suspected abuse and much more. It states the proper procedures to use with each area. EG the NSPCC child protection policy states that you should “report any concerns to the club child protection officer or the school (wherever the bullying is occurring). (Child protection policy. www. NSPCC. org)
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This particular policy is regarding sports clubs but is very much the same with the schools themselves. The policy also states that you should “encourage and support the bully(ies) to change behaviour. ” (Child protection policy www. NSPCC. org) This promotes a fair balance between help for the child being bullied and the child(ren) bullying him/her. Thus promoting fairness and equality between the children involved. Race Relations Act 1976
The Race Relations Act focuses on racial discrimination and states that “It is hereby declared that for the purposes of this Act segregating a person from other persons on racial grounds is treating him less favourably than they are treated. ” (www. legislation. gov. uk/ukpqa/1976/74#p+1-l1q3) This meaning that if someone purposely denies someone anything for skin colour is being racist and that is wrong in terms of society and this act. This is followed closely in schools and my setting in particular.
The setting has to consider the child and plan activities that co-inside with the child’s needs. If the child is being bullied anti-discriminatory practise is needed and the practitioner should focus on doing activities that help stop the bullying. For example, the practitioner would do an activity about the child’s do an activity about the child’s culture/religion and help the class understand he/she is just like them but with the practitioner remembering that the child has his/her own individual needs too.
A policy that this act links to would be the equal opportunities policy which states that all children should have the same opportunities in the setting and not be ignored for reasons of age, race, gender nor special need. The Welford and Wickham Primary School equal opportunities policy states that “the school follows the LEA and Governing Body Admission Policies that do not permit sex, race, colour, or disability to be used as criteria for admission. ” (atschool. eduweb. co. uk/wickham/policies/equalop. tml) Showing that all children should be welcome in all primary schools, not just Wickham.
Sex Discrimination Act 1975 The Sex Discrimination Act focuses on gender discrimination and section twenty two of the act states “it is unlawful for the ‘responsible body’ of an educational establishment to discriminate on the grounds of sex. ” (www. equalityhumanrights. com) This meaning that schools and nurseries should not discriminate through gender, be it by gender stereotyping or not allowing a certain gender to do something.
In schools that have to ensure that each activity is fair to both genders and allows everyone to take part in most if not all aspects of the activity. A policy in which links to this is the inclusion policy which is very similar to the equal opportunities policy and ensures that all children have the same quality of education as each other. The Brentfield Primary School inclusion policy states that “we believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. (www. brentfieldprimaryschool. org. uk) Meaning again that schools should allow every child to have an education. Forcing schools into not denying anyone and giving every child an equal chance.
Especially when concerning gender. Disability Discrimination Act 1995 The disability discrimination act focuses on discrimination regarding disabilities and states “An education provider must not discriminate against a student because of something that is a consequence of heir disability” (directgov. o. uk/en/disabledpeople/educationandtraining/dg_4001076) Meaning that schools should ensure that staff do not discriminate against students who have disabilities and should plan activities that are suitable for everyone or amend the current activity so that the person with those particular needs can do it too. Even if it is when handing out worksheets you hand one in Braille for those who are sight impaired or altering a game so that those who are movement handicapped can join in.
Or even as simple as handing out different snacks that everyone can enjoy at snack time. A policy that would link to this is the dietary requirement policy which enforces schools to cater for all dietary needs as these are a form of disability. Thomas’s London day school’s policy states that it “outlines the schools responsibility to be mindful of the special dietary requirements of pupils from religious groups and culture, vegetarians and vegans and to ensure that medical and dietary requirements are satisfied. ” (www. thomas-s. o. uk) This meaning that schools should take care when planning menus for lunchtime, respecting the needs of all of its children and doing so ensures that every child has a decent nutritional meal tailored to their dietary needs. Special Educational Needs and Disability Act 2001 The special educational needs and disability act focuses on the rights of education for children with special needs and ensures that the child has an education and that the parents are properly informed about the school and their child’s education.
It states that “a local education authority must arrange for the parents of any child with special educational needs to be provided with advice and information about matters relating to those needs. ” (eqalityhumanrights. com) Schools should remember to inform parents about what they can do and offer the child and if they don’t have the relevant information or the suitable help the child is needing that they pass this information onto the parents and refer them to the suitable services available. Schools should also ensure that lessons are tailored so that everyone can do them including those with special educational needs.
There are two good policies that link to this piece of legislation, such as partnerships with parents and the SEN policy. The partnership with parents policy ensures that the school has a good working partnership with the parents so that they can pass on information to and from the parents. An example of this is from the Welton kids club and it states in their policy that “we will inform parents/carers about the setting, how it operates, opening times and policies and procedures through written information, parent notice boards and informal communication. (community. lincolnshire. gov. uk)
This promoting the school and the children’s parents to work together to help the child progress in their education. The other policy, SEN policy is to ensure that the rights of the child with special needs are kept and that they don’t stop them from having a good education. The Wigan council SEN policy states that schools should “provide a broad, balanced and suitably differentiated curriculum in support of children and young people with sen and severe low incidence disabilities. ” (wigan. gov. k)
Meaning that special needs children should have a wide range of lessons in their curriculum all tailored to their needs which allows them to have the same opportunities as children who are typical for their age/stage. E5, D2, & C1 “Good teaching is more a giving of right questions than a giving of right answers. ” (Josef Albers www. inspiringteachers. com) Empowering children is allowing them to express themselves and make their own decisions. There are many ways in which you can help empower a child but there are two ways in which I find are effective.
