Diversity and Inclusion policy

NQFQA1 1.1.2 Each childs current knowledge, strengths, ideas, culture abilities

and interests are the foundation of the program.QA2 1.3.3 Families are informed about the program and their childs progressQA3 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are

suitable for their purpose, including supporting the access of every child.

QA5 5.1.2 The dignity and rights of every child are maintainedQA5 5.2.2 Each child is supported to regulate their own behaviour, respond

appropriately to the behaviour of others and communicate effectively to resolve conflicts

QA7 7.1.1 A statement of philosophy guides all aspects of the services program

National RegulationsRegs 155 Interactions with children

156 Relationships in groups 157 Access for parents

EYLFLO1 Children feel safe, secure, and supported

Children develop their emerging autonomy, inter-dependence, resilience and sense of agencyChildren develop knowledgeable and confident self-identitiesChildren learn to interact in relation to others with care, empathy and respect

AimOur service wants children to develop to the best of their personal ability. Our philosophy highlights our commitment to equity and fairness for all children. Every child in our service is an individual and we aim to promote and encourage this by ensuring:

Children of all abilities have equal access to and participate meaningfully in our inclusive child care programs that reflect our philosophy.

All children, including children with additional support needs, are valued as active participants in social groups and in the program’s experiences and routines

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Positive attitudes are embedded by the educators when making changes to accommodate all children.

Our goals and practice are underpinned by the Early Years Learning Framework that describes cultural competence as ‘…much more than awareness of culture differences. It is the ability to understand, communicate with and effectively interact with people across cultures.’

All educators are aware of the goals of children’s current strengths and support them in everyday activities

All educators work as a team with parents and other professionals to develop, carry out and review guidelines for children with additional support needs

All educators pursue specific training in inclusive practice

Related PoliciesChild Protection Policy Continuity of Education and Care PolicyEnrolment PolicyOrientation for Children PolicyRelationships with Children PolicyHealth, Hygiene and Safe Food PolicyImmunisation and Disease Prevention PolicyInfectious Diseases PolicyMedical Conditions Policy

Who is affected by this policy?EducatorsManagementFamiliesChildren

Implementation

As per the National Quality Standard, our service positively responds to and welcomes children with additional needs who -

are Aboriginals or Torres Strait Islanders are recent arrivals in Australia have a culturally and linguistically diverse background live in isolated geographic locations are experiencing difficult family circumstances or stress are at risk of abuse or neglect are experiencing language and communication difficulties have a diagnosed disability—physical, sensory, intellectual or autism

spectrum disorder have a medical or health condition

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demonstrate challenging behaviours and behavioural or psychological disorders

have developmental delays have learning difficulties are gifted or have special talents have other extra support needs.

We understand that additional needs arise from different causes, and that causes require different responses any child may have additional needs from time to time.

We recognise that additional needs may be temporary or for life.

All Educators will actively obtain information from children, families and the community, about their cultural traditions, customs and beliefs, and use this information to provide children with a variety of experiences that will enrich the environment within the centre.

Educators will ensure they work in partnership with families to provide care that meets the child’s needs and is consistent with the family’s culture, beliefs and child care practices. Explicit requests will be honoured where applied to demonstrate respect to ensure continuity of care of the child.

Children of all abilities are accepted into the program. The service will use the Enrolment Form to gather information about

children with additional needs. Educators will encourage families to update this information throughout the year and families are responsible for passing on information from any professional support services accessed outside of the service. This will promote the continuity of learning for each child.

Educators will maintain and use resources that reflect the diversity of children, families and the community and increase awareness and appreciation of Australia’s Aboriginal and Torres Strait Islander and multicultural heritage.

Educators will be attentive and thoughtful to all children by respecting their backgrounds and recognising their unique qualities and abilities.

Educators will ensure that the centre’s environment reflects the lives of the children and families using the centre, and the cultural diversity of the broader community to embed children’s individual needs which are always accommodated.

Children with special needs will be provided with support so they can be included as equals within the centre. This may require the assistance of social, ethnic or special needs services.

Our Centre will access, in collaboration with the child’s family, Inclusion Support, hence adapting the environment, routines and/or educator arrangements in order to facilitate inclusion at all times.

Educators will treat all children equitably and encourage them to treat each other with respect and fairness.

Educators will role model appropriate ways to challenge discrimination and prejudice, and actively promote inclusive behaviours in children.

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Children will never be singled out or made to feel inferior to or better than others. Educators and children will discuss incidents of bias or prejudice in children’s play in addition to the relationships with one another, to help children to understand and find strategies to counteract these behaviours.

Parents/guardians will be consulted in the development of our holistic programs that are responsive to children’s lives, interests and learning styles, and reflect children’s family, culture and community.

Educators will strive to create opportunities as an integral part of their daily programs for children to learn about, develop respect for, and celebrate the diversity that exists in the centre and in the broader community, encouraging all families, children and other educators to share their experiences, skills, cultures and beliefs; inviting community members from diverse backgrounds to the centre to share their stories, songs, experiences, skills, cultures and beliefs; accessing and using a range of resources (including multi-cultural and multi-lingual resources) that reflect the diversity of children and families in the centre and in the broader community

The centre is an equal opportunity employer and will encourage applications from educators from diverse and cultural backgrounds, including Aboriginal and Torres Strait Islander peoples.

All educators are fully oriented to the Centre’s Staff Code of Conduct and the ECA Code of Ethics

Educators will attend professional development that builds awareness of their own cultural beliefs and values, increases their cultural competence and helps them to challenge discrimination and prejudice.

The centre will access the pool of bicultural support workers to assist communication with families from diverse cultural backgrounds and/or telephone translation services when required and provide brochures/information on aspects of the centre in languages that are spoken in the local community.

The centre will access additional support, assistance and resources for children with additional needs including children from diverse cultural backgrounds, children with high ongoing support needs (including disabilities) and children of Aboriginal and Torres Strait Islander background.

Educators will talk to the relevant child’s parents/guardians about any concerns and offer the family links to other support services within the community such as Inclusion Support Agencies; Community Health Services etc.

Educators will work with families, inclusion support agencies and other specialists working with the child to develop individual support plans for children with additional needs.

 SourcesBryant, L. (2009). Managing a Child Care Service : A Hands-On Guide for Service Providers. Sydney: Community Child Care Co-Operative.

Family Assistance Legislation Amendment (Child Care) Act 20094

National Quality Standard

Early Years Learning Framework

Inclusion Support

http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/ www.humanservices.gov.auwww.mychild.gov.au

ReviewThe policy will be reviewed annually.

Review will be conducted by:

Management,

Employees,

Family Members

Interested parties.

Reviewed: April 2019 Date for next review: April 2020

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