Promoting inclusion, equality and valuing diversity policy

Alongside associated procedures in 05.1 Promoting inclusion, equality and diversity, this policy was adopted by Gan Kinneret Nursery Limited on 29th September 2025.

All early years providers must consider and meet relevant employer and service provider duties as set out in the Equality Act 2010. Those in receipt of funding must eliminate discrimination (direct and indirect), discrimination and harassment based on association and perception, and discrimination related to disability or failure to make reasonable adjustments. This duty is anticipatory.

Providers must advance equality of opportunity and foster good relations with individuals and groups with protected characteristics, namely: disability, race (ethnicity), religion and belief, sexual orientation, sex (gender), gender reassignment, age, pregnancy and maternity, marriage and civil partnership.

Aim

Gan Kinneret Nursery Limited actively promotes inclusion, equality of opportunity and the valuing of diversity.

Objectives

We support the definition of inclusion as stated by the Early Childhood Forum:

“Inclusion is the process of identifying, understanding and breaking down the barriers to participation and belonging.”

We interpret this as involving several tasks and processes for children, parents/carers and visitors. These include awareness and knowledge of barriers to inclusion for people with protected characteristics:

Disability
Gender reassignment
Pregnancy and maternity
Race
Religion or belief
Sexual orientation
Sex (gender)
Age
Marriage or civil partnership (in relation to employment)

This includes unlawful behaviour such as direct discrimination, indirect discrimination, associative discrimination, discrimination by perception, harassment and victimisation. We are also aware of disadvantages related to socio-economic factors.

We will not tolerate behaviour from any adult that demonstrates dislike or prejudice towards groups and individuals living outside the UK (xenophobia), or towards specific groups or individuals who are British citizens residing in the UK.

Developing understanding and anti-discriminatory practice

We promote understanding of discrimination through staff training and development, including causes and effects of discrimination on adults and children and its long-term impact.
We recognise the need to protect children from discrimination and to ensure that early years practice is both accessible and inclusive.
We aim to provide support that enables children to develop into confident adults with a strong, positive self-identity.

Inclusive practice includes:

Developing an environment which reflects the ‘kaleidoscope’ of factors that shape identity and provides opportunities to explore and celebrate difference.
Identifying and removing or minimising barriers to inclusion, for example using 01.1b Access audit form.
Understanding, supporting and promoting the importance of identity for all children, recognising it comprises multiple facets, including British values, race/ethnicity and culture, gender, ability, social class, language, religion and belief, family form and lifestyle.
Welcoming and promoting bi/multi-lingualism and alternative communication formats (e.g. sign language).
Promoting gender equality whilst recognising differences in play preferences and developmental timetables of girls and boys.
Recognising that the ‘kaleidoscope’ also reflects negative images which may be internalised and affect self-concept, self-esteem and confidence.
Promoting a welcoming atmosphere that genuinely appreciates British values and different cultural and personal perspectives, without stereotyping or prejudging parenting practices.
Promoting community cohesion and creating an environment that pre-empts acts of discrimination.
Recruiting staff to reflect cultural and language diversity, staff with disability and staff of different genders.
Addressing discriminatory behaviour by children in a sensitive, age-appropriate way to support understanding and resolution.
Challenging discriminatory behaviour from parents, staff, outside agencies or individuals that affect children and the early years community.
Creating an ethos where staff are confident to work within a culturally complex environment and to challenge practices that are not in the child’s best interests, seeking support from other agencies when needed.
Ensuring educators work closely with the SENCo to identify and meet additional needs.
Being aware of anti-discriminatory legislation and using it to shape the service and support parents and children facing discrimination (for example asylum seekers, Travelling communities, same-sex parents).
Regularly monitoring and reviewing practice, including long-term preventative measures (auditing provision, equality plans, impact measurement, positive actions) and short-term measures (recognising additional support needs, inclusive daily activities, appropriate resources and curriculum, inclusive relationships).