Task 1 (assessment criteria 1.1 and 1.2)
Inclusive practice values diversity and contributes to equality. There is legislation in place in relation to equality, diversity and inclusive practice.
Follow the links to help you to complete the task. The first piece of work is an ‘easy read’ version of The Equality Act 2010. This legislation informs The Early Years Foundation Stage 2012. The second link is from The Early Years Foundations Stage 2012.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/85012/easy-read.pdf (accessed 11/10/13)
http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ (accessed 11/10/13)

I would like you to research policies for equality, diversity and inclusive practice. You may wish to include a policy from your own setting. Use these policies as examples to help you to:
Question 1 (1.1)• identify legislation, policies and procedures relating to equality, diversity and inclusive practice

By looking at the rationale behind the Equality act 2010 I would like you to include in your answer how this piece of legislation influences your day to day work with young children.
Please include reflective examples such as how you plan the physical environment to reflect diversity, including both the indoor and outdoor environment. Please also give examples of how you show inclusive practice in your interaction with children and their families and the impact this can have on how a child feels in relation to a sense of belonging and feeling valued in the setting.

Question 2 (1.2) explain the roles and responsibilities of the early years practitioner in supporting equality, diversity and inclusive practice.

Please make sure you reflect on the following when explaining roles and responsibilities and reflect on your own practice and procedures of the setting

Roles and responsibilities include:
• to work within the policies and procedures of the setting
• to value the individual child
• to develop and sustain a child centred approach
• to engage actively with the family to appreciate the holistic needs of the child
• to provide an inclusive environment which actively welcomes diversity
• to be a positive role model in promoting equality, diversity and inclusive practice
• to recognise discriminatory practice
• to know how, why and when to challenge discrimination
• to engage in effective partnership working to enable the child.

The following links may also be of some use when working through this unit:
• http://media.education.gov.uk/assets/files/pdf/eyfs%20statutory%20framework%20march%202012.pdf
• http://www.education.gov.uk/aboutdfe/advice/f00215460/equality-act-2010-departmental-advice
• http://media.education.gov.uk/assets/files/pdf/e/equality%20act%20guidance%20february%202013.pdf
• http://www.education.gov.uk/childrenandyoungpeople/send
• http://www.education.gov.uk/childrenandyoungpeople/send/g00213170/special-educational-needs-code-of-practice

� http://www.education.gov.uk/childrenandyoungpeople/families/childpoverty
• http://www.bbc.co.uk/schools/websites/4_11/site/re.shtml video clips
• http://www.bbc.co.uk/schools/websites/eyfs/ video clips.

2.1 How you access information, advice and support about equality, diversity and inclusion

2.2 Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform your practice.

3.2 Analyse the benefits of supporting equality, diversity and inclusive practice .