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INCLUSION POLICY (Including Equality of Opportunities & supporting children with learning difficulties and disabilities)
I operate an Open Access Policy at my setting, which is flexible and reviewed annually. I endeavour to discuss with parents the needs of each individual child and if possible, accommodate them. I will endeavour to offer my services to all children irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. I will regularly review my practice, monitor and evaluate the effectiveness of my policy though observing and listening to the children and families I work with.
I treat all children in my care as individuals. I gather information about each child to help me to see them as individuals by:
? Asking parents to fill in a Child Record Form before the child attends my setting. This includes any specific requirements a child may have, particularly in regard to learning difficulties and disabilities. I may need to arrange support or training to help me to support a child with specific needs such as invasive medical procedures but this would not be a barrier to accepting a child.
? If English is not the home language I will arrange translation support for the parents, either through ?Language line? or by contacting my local SureStart.
? Asking the child about their likes and dislikes, (or parent if child is very young), and ensuring I understand key words in the child?s home language.
? Keeping up to date records of the child?s development stages and plans for ?next steps?.
Each child has their own individual file which contains photos, notes, their artwork etc. The file remains the child?s own property, to be taken with them when they leave. Parents may contribute to this file. E.g. photos from a family holiday may be included.
A copy of development records etc is kept in the setting for three years then destroyed.
I do my utmost to comply with the Disability Discrimination Act 1995 and organise my provision to facilitate access and participation for disabled children and children with special educational needs, for example:
? I have high expectations of all children and would plan for each stage of development according to each child?s individual need.
? I work to the ?Social Model? of disability, and endeavour to eliminate barriers in order to include all children.
? There is a fully accessible toilet on the ground floor and a child safety gate to the kitchen, removable for access.
? I have tables of varying heights; most of the toys are accessible to all children and I can rearrange my shelving units to enable access to materials by a wheelchair user. I could provide a ramp for wheelchair access if required.
? Should a child have Special Educational Needs, I would work closely with parents, SEN Co-ordinator and outside agencies to meet the child?s specific requirements. I believe EVERYONE CAN LEARN.
? Where a child may have unpredictable or demonstrate unsocial behaviour, I would have to have regard for the level of supervision the child would require and my ability to provide such. I would also have to have regard for the safety of the other children in my care before accepting him/her into the practice. I may need to employ an assistant if a high level of support is needed.
? I talk to children about how everyone is an individual and how they play and work together. I help the children to feel everyone is valued and that we all have different things to offer.
? I help the children understand about impairments, helping them to be sensitive and respectful of the needs and feelings of others.
? I discourage any inappropriate attitudes or practices by helping all children in my care to explore ideas of fairness, tolerance and forgiveness and value and respect for each other, through play and everyday situations, drama and role-play, as well as carefully chosen books and stories.
I make it quite clear that I will not accept racist or discriminatory remarks in my setting and endeavour to lead by example.
? I handle questions about race and ethnicity honestly, sensitively and openly, however I challenge any inappropriate language or behaviour (including racist remarks) informing the child responsible that it is unacceptable and hurtful. Should the person responsible persist in the use of such language or behaviour discussions between the parent and the child and myself would take place.
? If racist or discriminatory language or behaviour persists the child may be excluded from the setting. I would challenge any adult who uses inappropriate language or behaviour (including racist remarks) informing them it is unacceptable and will not be tolerated at my setting.
? I provide opportunities, e.g. in circle time, for children to listen to music and play musical instruments from around the world and draw on home/community linked experiences.
? I provide opportunities for children to explore similarities and differences through learning about celebrations and festivals around the world and playing with my ?knowledge and understanding of the world picture box?. The children also learn about similarities and differences by painting each others portraits through the painting window. I provide opportunities for children to experience food from a range of cultural traditions at snack times and during cooking and exploring sessions.
? I use visits and visitors, ICT ? based resources and other props to show the wider world to children (making it relevant to their own experiences).
? I ensure a wide range of creative activities that explore different tools, genre, and mark-making, including skin tones using paints and crayons, are available. I provide opportunities for creating imaginative play areas for children to explore a range of props from different cultures; posters portraying festivals, decorative cloths, mirrors, a variety of scripts, cooking utensils and dressing up clothes, multicultural food and cutlery /crockery.
I provide positive images in my setting to challenge stereotyping and help children develop expectations for their future by:
? Letting the children see me using the computer effectively & helping with homework, the children often seeing both my husband & I preparing meals and washing up. Having many books, toys & equipment which show men & women, boys and girls as equals, and teach the children about the world around us, communication between the generations, development and aging, acceptance of others regardless of ability or background.
? Reading books to children about all different people including people with impairments, ethnic minorities, girls & boys etc; who have become important/famous members of society/of historical figures.
? I encourage both boys and girls to cook and wash up, to play sports such as football and rugby, use the outdoor toys; bikes etc. When dressing up there are many costumes which can be worn by either sex. Both sexes play with the Lego, Stickle-bricks, Duplo, Play Mobil, car tracks, train sets, puppets, sand and water trays, toy kitchen etc. When storytelling, both boys and girls read to the group, help entertain the babies/toddlers, and everyone helps to tidy away the toys at the end of the day.
I provide a learning environment where all children are supported.
Policy Amended 1st Sept 2008 Review Date: 1st Sept 2009