Element 10 Equality and Diversity

• Scaffolding


  What is scaffolding?
• How have you used scaffolding in your approach

  How have you used scaffolding in your approach?
• Breaking tasks into smaller steps


  Breaking down complex tasks into smaller, more manageable steps allows children to focus on one aspect at a time. Start with tasks that children can already do independently, gradually guiding them through each step until they can complete the entire task on their own.
• Using modelling and demonstration


  Modelling and demonstrating skills or problem-solving strategies help children visualise the desired outcome. Show them how to approach a task or solve a problem, step by step, and then step back and let them apply what they have learned.
• Asking open-ended questions


  Engage children in critical thinking and problem-solving by asking open-ended questions. Encourage them to think deeply, consider alternatives, and make connections. For example, ask "What do you think will happen if...?" or "How could we solve this problem differently?"
• Providing hints and suggestions


  Offering hints and suggestions can guide children toward finding their own solutions. Instead of giving the answer outright, provide partial hints or alternative approaches to help children overcome challenges and develop problem-solving skills.
• Encouraging peer collaboration


  Collaborative learning experiences provide opportunities for children to learn from and with their peers. Group work allows them to share ideas, exchange perspectives, and learn from each other's strengths and experiences. Encourage collaboration and provide support as needed.
• Using resources and props


  Utilise resources and props to enhance children's learning experience. Books, pictures, manipulatives, and other materials can serve as references or aids to help children understand concepts and complete tasks. For example, if a child is struggling to draw a cat, provide them with a book or a picture of a cat for reference.
• Offering feedback and praise


  Feedback is essential in scaffolding learning. Provide constructive feedback that highlights children's efforts, progress, and areas for improvement. Celebrate their achievements and encourage them to take risks and persevere, even when faced with challenges.
• Adjusting the level of support


  As children become more confident and independent in their learning, gradually reduce the level of support. Gradually withdraw scaffolding as they gain mastery, allowing them to apply their skills and knowledge independently.
• How your approach meets the needs of the child


  If a child with communication and language needs is feeling frustrated it is because they have not got the skills to communicate effectively. What things did you put in place to enable George to communicate effectively and reduce frustration.
• Direct discrimination


  Where a person is treated less favourably (1) due to a protected characteristic than another person who does not have this (1)
• Communication and interaction need


  This includes difficulties in speech, language and communication, e.g. dyslexia or hearing loss or reading or speaking disorders (1) and autism spectrum disorders, e.g. Asperger's syndrome (1) where there may be difficulties encountered in social interaction with others (1)
• Sensory and/or physical need


  • Includes a visual, hearing or multisensory (combination of both visual and hearing) impairment (1) and may require some minor adjustments (1)
  • Using different equipment to access learning which is available to others (1), e.g. providing resources in larger font for those who are partially sighted (1)
  • Using different equipment to make resources accessible (1), e.g. providing textbooks in Braille for those who are blind (1)
  • Ensuring learning is accessible to all (1), e.g. facilitating access to buildings for those in wheelchairs (1)
• Indirect discrimination


  This is where a rule or practice is discriminatory if it puts someone with a protected characteristic at a disadvantage (1)
• Inclusion Policy


  Sets out how the school will value and respect all children and young people.
• Confidentiality Policy


  • How the setting will store and protect personal information of children and young people and staff.
  • Details of how the setting will share information, when needed, with other professionals.
• Accessibility Policy (revisit in Element 11 – SEND)


  • Outlines how disabled children or children with SEN will access the curriculum.
  • How the school will adapt the physical environment to enable disabled pupils to take better advantage of the education, benefits, facilities and services you provide
  • How the school will improve the availability of accessible information to disabled pupils
• Partnership working – sharing information


  • May form part of the confidentiality policy
  • Linked to the need to share information
  • Highlights the importance of parents, children, and young people and professionals working together to share information safely and improve outcomes.
• Admissions Policy


  • Sets out criteria for allowing entry to the school.
  • They may choose to give priority to children: who live close to the school, who have a brother or sister at the school already, who are from a particular religion (for faith schools), who are eligible for the pupil premium, whose parent has worked at the school for two years or more.
  • In the case of children with EHCP, parents and carers are able to name and gain a place for their child at a preferred school.
• SEND policy


  • Includes to procedures to identifying SEND children and adding children to the SEND register.
  • Outlines provision for SEND children in the school.
• Safeguarding policy


  Outlines how the school keeps children safe and outlines procedures for reporting safeguarding concerns including names of DSLs win the school.
• What are Characteristics?
• Protected Characteristics


  • Protected characteristics are characteristics that are protected by a law called the Equality Act.
  • The Equality Act came into force in 2010 to protect everyone from discrimination and to help society be equal and fair for all
  • The Equality Act says that people must not be discriminated against or treated unfairly because they have these characteristics.
• There are nine protected characteristics, these are:


  • age;
  • disability;
  • gender reassignment;
  • marriage and civil partnership;
  • pregnancy and maternity;
  • race;
  • religion or belief;
  • sex;
  • sexual orientation.
• The Equality Act 2010 makes it illegal to discriminate against people in any way on the basis of any of these characteristics.
• What is Discrimination?


  • Direct discrimination: This is when someone is treated unfairly because of a protected characteristic.
  • Indirect discrimination: This is when rules are put in place that are unfair towards someone with a protected characteristic.
  • Harassment: This is when someone with a protected characteristic gets unwanted or upsetting attention based on their protected characteristic.
  • Victimisation: This is when someone who has complained about discrimination is treated unfairly.
• Ensuring equality of opportunity


  This is about ensuring that everyone has an equal opportunity to learn, prosper and grow.
• Explanation: ensuring everyone has the same opportunity to achieve (1), regardless of background, social group or individual characteristics (1)


  Examples could include: providing access to IT (1), allowing all students access to extracurricular opportunities (1), having bursaries available to support those students from low-income backgrounds (1) to be able to attend trips and activities which are at extra cost (1), providing resources to all students, e.g. textbooks (1)