Inclusion and Equality Policy

Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusive early years practice is about anticipating, paying attention, responding to and reflecting on the needs and interests of all children. A commitment to inclusion should permeate all aspects of the design of educational programmes and the structuring of environments, as well as shaping every interaction with children, parents and other professionals (Birth to 5 Matters, 2021).

We recognise inclusion and equality as fundamental to safeguarding, wellbeing and high-quality early years practice, and central to meeting EYFS and Ofsted expectations. The EYFS Statutory Framework states that “every child deserves the best possible start in life and the support that enables them to fulfil their potential”.

We believe that inclusive practice is essential in achieving this aim.

We recognise that inclusion is not a single action, but an ongoing cycle of reflection, adaptation and improvement embedded in everyday practice. We are committed to evaluating the impact of our inclusive practice to ensure that it consistently improves outcomes for all children.

Statement of intent

At Winston’s Place Day Nursery, we take great care to treat each individual as a person in their own right,
with equal rights and responsibilities to any other individual, whether they are an adult or a child. We are committed to providing equality of opportunity and anti-discriminatory practice for all staff, children and families according to their individual needs.

Discrimination on the grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation, has no place within our nursery.

We also recognise and value differences in language, culture, family structure, socio-economic background and life experiences.

We actively promote a culture where diversity is visible, valued and embedded in daily practice rather than treated as an occasional theme or event.

A commitment to implementing our Inclusion and equality policy is part of each employee’s job description. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the Manager at the earliest opportunity.

These concerns will be investigated promptly, fairly and in line with safeguarding and disciplinary procedures, ensuring staff are protected from victimisation when raising concerns in good faith.

The legal framework for this policy is based on:
• Special Education Needs and Disabilities Code of Practice 2015
• Children and Families Act 2014
• Equality Act 2010
• Childcare Act 2006
• Children Act 2004
• Care Standards Act 2002
• Special Educational Needs and Disability Act 2001
• EYFS Statutory Framework (2024)
• Human Rights Act (1998)
• United Nations Convention on the Rights of the Child (UNCRC)

We also take account of current safeguarding expectations, including the principle that inclusion and safeguarding are intrinsically linked in promoting children’s welfare and outcomes.

The SEND Code of Practice states that “all children and young people are entitled to an education that enables them to achieve the best possible educational and other outcomes”.

The SEND Code of Practice also emphasises the importance of early identification, stating that “early identification of children and young people’s needs is required” to ensure that appropriate support can be put in place.

We embed early identification and intervention into daily practice to ensure needs are identified and addressed at the earliest opportunity.

Language Development

For children whose home language is not English, providers may take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.

Providers must ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS.

When assessing communication, language, and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

We recognise bilingualism and multilingualism as strengths that are actively supported within our curriculum and daily interactions.

We provide a language-rich environment that supports all children to develop strong communication skills.

The nursery and staff are committed to:

• Recruiting, selecting, training and promoting individuals on the basis of occupational skills requirements. In this respect, the nursery will ensure that no job applicant or employee will receive less favourable treatment because of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation

This commitment reflects the Equality Act 2010, which protects individuals from discrimination on the basis of protected characteristics.

• Creating a working environment free of bullying, harassment, victimisation and unlawful discrimination, promoting dignity and respect for all, and where individual differences and the contributions of all staff are recognised and valued. We actively promote a respectful and inclusive culture and address concerns promptly through supervision and safeguarding procedures where required.

Providing a childcare place, wherever possible, for children who may have special educational needs and/or disabilities or are deemed disadvantaged according to their individual circumstances.

The EYFS Statutory Framework requires providers to have arrangements in place to support children with Special Educational Needs and Disabilities (SEND).

The EYFS further requires providers to have regard to the SEND Code of Practice and to identify a practitioner to act as the Special Educational Needs Co-ordinator (SENCO).

• Making reasonable adjustments for children with special educational needs and disabilities to remove barriers and improve access for all.

In accordance with the Equality Act 2010, the nursery will anticipate the needs of disabled children and make reasonable adjustments to policies, practices and the physical environment wherever possible to improve accessibility and participation.

We regularly review the effectiveness of reasonable adjustments to ensure they are improving access and outcomes.
• Striving to promote equal access to services and projects by taking practical steps (wherever possible and reasonable), such as ensuring access to people with additional needs and by producing materials in relevant languages and media for all children and their families
• Providing a secure environment in which all our families are listened to, children can flourish and all contributions are valued
• This reflects Article 2 of the United Nations Convention on the Rights of the Child (UNCRC), which states that children should not be discriminated against on any grounds.

Safeguarding and Equality

Working Together to Safeguard Children (2026) shares that “effective safeguarding is anti-discriminatory and anti-racist” and “practitioners should understand and be sensitive to factors, including economic and social circumstances, ethnicity and disability, which can impact children and families’ lives”.

We recognise that inclusive safeguarding practice requires an understanding of each child’s lived experience and the barriers families may face in accessing support.

We build strong, trusting relationships with families to ensure barriers are identified early and appropriate support is put in place.

Legal duties under the Equality Act 2010 must be complied with, including supporting children who may need additional communication support to express their wishes and feelings. Including and valuing the contribution of all families to our understanding of equality, inclusion and diversity.

The EYFS Statutory Framework recognises that “parents and/or carers are a child’s first educators” and we value partnership working with all families.
• Providing positive non-stereotypical information
• Continually improving our knowledge and understanding of issues of equality, inclusion and diversity and training all staff about their rights and responsibilities under the inclusion and equality policy.
• Regularly reviewing, monitoring and evaluating the effectiveness of inclusive practices to ensure they promote and value diversity and difference and that the policy is effective and practices are non-discriminatory. We use reflective practice and leadership oversight to ensure continuous improvement.
• Making inclusion a thread which runs through the entirety of the nursery, for example, by encouraging positive role models through the use of toys, imaginary play and activities, promoting non-stereotypical images and language and challenging all discriminatory behaviour (see Dealing with discriminatory behaviour policy).

All discriminatory incidents are taken seriously, recorded and responded to in line with safeguarding and behaviour policies. Where discriminatory incidents involve a child protection concern, safeguarding procedures will also be followed.

Repeated discriminatory behaviour is addressed promptly and used to inform targeted support and prevention strategies.

All incidents are used as learning opportunities to strengthen practice, support children’s understanding and reinforce expectations of respectful behaviour.

Admissions and service provision

The nursery is accessible to all children and families in the local community and further afield through a comprehensive and inclusive admissions policy.

No child will be refused a place on discriminatory grounds, and reasonable adjustments will be considered to support access wherever practicable.

In accordance with the Equality Act 2010, decisions regarding admissions will be made fairly, consistently and without unlawful discrimination.

Admissions decisions are made fairly, consistently and transparently to ensure equality of opportunity and compliance with safeguarding requirements.

Recruitment

Recruitment, promotion and other selection exercises such as redundancy selection will be conducted on the basis of merit, against objective criteria that avoids discrimination.

Shortlisting will be done by more than one person, where possible.

Application forms do not include questions that potentially discriminate on the grounds specified in the statement of intent.

Vacancies are advertised widely to attract a diverse range of applicants.

All recruitment processes are underpinned by safer recruitment principles and EYFS suitability requirements.

All interviews are structured and fair, ensuring consistency and compliance with equality legislation. All candidates are asked the same questions and members of the selection group will not introduce nor use any personal knowledge of candidates acquired outside the selection process. Candidates are given the opportunity to receive feedback on the reasons why they were not successful.

We may ask questions (under the Equality Act 2010) prior to offering someone employment in the following circumstances:
• To establish whether the applicant will be able to comply with a requirement to undergo an assessment (i.e. an interview or selection test)
• To establish whether the applicant will be able to carry out a function that is intrinsic to the work concerned
• To monitor diversity in the range of people applying for work
• To take positive action towards a particular group – for example offering a guaranteed interview scheme

All recruitment practices also meet EYFS suitability requirements and safer recruitment guidance. The EYFS Statutory Framework requires providers to ensure that all staff are suitable to fulfil the requirements of their roles.

Recruitment decisions will be based on skills, qualifications, experience and suitability for the role and will not be influenced by protected characteristics as defined by the Equality Act 2010.

Staff

It is our policy not to discriminate in the treatment of individuals. All staff are expected to co-operate with the implementation, monitoring and improvement of this and other policies. Staff are expected to challenge discriminatory language and behaviour and promote respect, inclusion and cultural awareness. All staff participate in ongoing equality, inclusion and safeguarding training.

Staff will follow the Dealing with discriminatory behaviour policy where applicable to report any discriminatory behaviours observed. Failure to comply with this policy may be addressed through supervision or disciplinary procedures where appropriate.

Creating a culture of respect and inclusion supports children’s wellbeing, sense of belonging and emotional security.

We recognise that children develop their understanding of equality, fairness and respect through the attitudes and behaviours modelled by adults.

Training

The nursery recognises the importance of training as a key factor in the implementation of an effective inclusion and equality policy. All new staff receive induction training including specific reference to the Inclusion and equality policy. The nursery strives towards the provision of inclusion, equality and diversity training for all staff. Training is regularly reviewed and updated to reflect current legislation, guidance and best practice.

The EYFS Statutory Framework requires providers to support staff to undertake appropriate training and professional development opportunities to ensure quality learning and care.

Training opportunities will include equality, diversity, inclusion, SEND awareness, anti-discriminatory practice and cultural competence where appropriate.

Early learning framework

We follow the Early Years Foundation Stage statutory requirements and ensure that all learning opportunities offered in the nursery encourage children to develop positive attitudes to people who are different from them. Our curriculum encourages children to empathise with others and to begin to develop the skills of critical thinking.

The EYFS states that children should be supported to develop positive attitudes to diversity and difference so that they learn to value different aspects of their own and other people’s lives.

These principles reflect the EYFS view that every child is unique, capable and competent, and supports their holistic development.

We do this by:
• Identifying a key person to each child who will ensure that each child’s care is tailored to meet their individual needs and continuously observe, assess and plan for their learning and development
• Listening to children’s verbal and non-verbal communication and making children feel included, valued and good about themselves
• Ensuring that we know what each child knows and “can do” and has equal access to tailored early learning and play opportunities
• Reflecting the widest possible range of communities in the choice of resources
• Avoiding stereotypical or derogatory images in the selection of materials
• Acknowledging and celebrating a wide range of religions, beliefs and festivals
• Creating an environment of mutual respect
• Supporting children to talk about their feelings and those of others, manage emotions and develop empathy
• Helping children to understand that discriminatory behaviour and remarks are unacceptable
• Knowing children well, being able to meet their needs and know when they require further support
• Ensuring that all early learning opportunities offered are inclusive of children with special educational needs and/or disabilities and children from disadvantaged backgrounds
• Ensuring that children whose first language is not English have full access to our early learning opportunities and are supported in their learning
• Working in partnership with all families to ensure they understand the policy and challenge any discriminatory comments made
• Ensuring the medical, cultural and dietary needs of all children are met and help children to learn about a range of food and cultural approaches to mealtimes and to respect the differences among them.

These practices support children’s personal, social and emotional development and British Values as appropriate for early years. They also support the EYFS principle that every child is unique and capable of learning, developing and becoming resilient, confident and self-assured.

Parent information and meetings

Information about the nursery, its activities, experiences and resources are shared with parents as well as information about their child’s development. This is given in a variety of ways according to individual needs (written, verbal and translated), to ensure that all parents can access the information they need.

Wherever possible, meetings are arranged to give all families opportunities to attend and share information about their child.

We actively seek and act on parent feedback to improve provision and outcomes for children.

The EYFS recognises the importance of strong partnerships with parents and carers and states that “parents and/or carers are a child’s first educators”. We are committed to ensuring all families feel welcomed, respected and included within our nursery community.

Strong partnerships with parents are central to improving outcomes for children and ensuring inclusion is effective practice.