ABBEY GREEN NURSERY SCHOOL
&
CHILDREN CENTRE
Inclusive Practice Policy
January 2009
“All Different, All Special, All Equal”
At Abbey Green Nursery School & Children’s Centre we create an inclusive environment by
valuing everyone equally and appreciating the positive aspects of the diversity that may be
represented here and in the local community –
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Cultures
Family grouping eg extended family, single parents, same sex parents etc
Gender
Linguistic backgrounds
Religions
Socio economic backgrounds
Special needs
Our displays aim to reflect these different lifestyles eg non-stereotypical, community
festivals and different family backgrounds. Because of our commitment to supporting
bilingualism the displays are in English and community languages.
Religious festivals are given equal status and celebrated to the same extent
Eg
Christmas Party – Father Christmas visits
Eid – an entertainer visits
Children are introduced to hands-on displays and the preparation of foods for Eid, Diwali,
Christmas and Chinese New Year.
In line with our SEN Policy the children are treated as individuals each with their own
unique qualities, interests and skills.
In order to maximise each child’s potential we offer a broad and balanced curriculum.
In line with the Early Years Foundation Stage a wide range of accessible continuous
provision and focus activities are provided and planned for.
Girls and boys are encouraged to enjoy working in all the areas
 Girls are encouraged to use construction materials and woodwork area etc
 Boys are encouraged towards dance and dressing up etc. Specific role play
situations allow the children to try out non-stereotypical jobs
 Girls can be builders- mixing cement, drivers, post women, pilots etc
 Boys can care for babies, prepare food, dance, be nurses etc
Children with Special Needs are included in all activities provided at Abbey Green and all
the children are expected to participate and work alongside each other. The detailed
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planning by each team ensures that all the children have access to all areas and equality of
opportunity.
We encourage the children to consider others and their feelings, they are expected to care
for animals, insects and the environment.
The children are expected to be helpful, look after equipment and tidy up alongside staff.
To help maintain respect for each other abusive or racist behaviour is never condoned or
overlooked by staff, it is challenged and discussed calmly and a verbal apology is expected.
Staff focus on positive behaviour by praising sensitivity, kindness, consideration and
expecting children to work together in mixed gender groups.
We also recognize that there is sometimes the need for positive discrimination in favour of
gender to enable access to particular areas and equipment eg girls using bikes, boys only
dance sessions etc.
Aims for Inclusive Practise
1.
To create an inclusive environment for individual children and those with Special
Needs which does not limit their experiences and opportunities for development
2. Provision of equal opportunities for all children so they can reach their full
potential
3. To provide a broad range of non-stereotypical activities for all children.
4. To work alongside children to combat discrimination and stereotyping which may
be based on : gender, race, culture, language, ability, special needs, socioeconomic backgrounds or family groupings
5. To support each other as early years workers in becoming aware of the effects
of discrimination on our lives and therefore to move forward in our professional
practise. This includes attending courses on inclusion, reviewing and monitoring
our inclusive practice policy at staff meetings and INSET days and building on
our resources eg non-stereotypical photographs, posters, books and Persona
Dolls etc
Anti Racism in the Early Years Settings
What Can We Do
We can include and value
 The contributions of all the children in our settings
 The contributions to society, social, cultural and political made by different ethnic
groups and individuals
 The perspectives of different ethnic groups
 Positive non stereotyping information about different ethnic groups
We can encourage
 Children to develop positive attitudes about people different from themselves
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Empathy and understanding, the ability to walk in someone else’s shoes
Interaction between children from different ethnic groups in learning activities
Children to bring stories of their everyday life into the classroom as part of their
learning
Children to think critically, to consider different opinions, to analyse information
and to make up their own minds
Children to recognize the inter-dependence of individuals and how their actions can
affect the lives of others
We can be aware
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Of the need to assess our own attitudes, prejudices and opinions about different
ethnic and cultural groups
That we must ensure that every child’s need’s are provided for
That every child has equal access to the full range of learning opportunities
That the range of resources – books,music, art and display should reflect the
lifestyle, culture and traditions of the widest possible range of communities,
providing a stimulating and interesting environment and demonstrating our
commitment to cultural diversity
That our own education may have been monocultural and that we may need to extend
our knowledge of diversity
That practitioners are a very important factor in the lives of children and the
interaction between children and practitioners is a major part of the educational
process
That the conditions for success depend on mutual respect, tolerance, openmindedness and a range of teaching and learning styles which support and encourage
children to have an active role in their own learning and participation in decision
making in the setting.
Updated January 2009
Approved by Governors: Chair ____________________
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