1. Unit 4 Use legislation relating to equality, diversity and inclusive practice

2. Learning Outcomes
LO3 Know how to access information, advice and support about equality, diversity and inclusion.
AC 3.1 Identify sources of information, advice and support about equality, diversity and inclusion.
AC 3.2 Explain when to access information, advice and support about equality, diversity and inclusion.

3. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Time: 15 mins
What do you do if you want some information or advice?
Consider:
Finding out the cost of flights to Spain
Why the cake you just made did not rise
How to make an origami rabbit
Why your phone will not receive pictures
The capital of New Zealand
How to play the piano
The maiden name of your mother’s grandmother.

4. Information, advice and support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Information, advice and support
Practitioners will always have to follow policies and procedures to make sure the setting is diverse, inclusive and treats all children equally.
From time to time, practitioners will need to access information, support and advice to help them to meet the individual needs of children.
Support will be available from within the setting, but practitioners may need to access additional information and this can be found in a range of places.

5. Information, advice & support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Information, advice & support
Colleagues
Manager
EYFS/NC
Books
Magazines & journals
Internet
Specialists
Parents & carers

6. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Time: 15 mins
Describe how you could use books to support an activity that promotes diversity.
Consider:
Children’s story books from around the world
Books that show different family structures
Books that celebrate festivals
Can you name actual book titles you have seen or used?
Learners should consider resources that are readily available to them in the setting.
Some settings have a set of books that are kept for staff use, but the book corner in the setting should contain a wide variety of books.
If learners feel their setting has a poor selection of books then this can be discussed further.
An activity could include cards for Diwali, and learners using a variety of relevant fiction and non-fiction books to tell the story and show what families do to celebrate.

7. Information, advice and support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Information, advice and support
Practitioners can talk to their colleagues and managers for advice and guidance.
The team can work together to share their own knowledge and experiences, and this will support practitioners to provide a diverse and inclusive environment.

8. Information, advice and support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)
Information, advice and support
The setting may seek information, advice or support from other professionals outside of the setting, as they will have specialist knowledge in particular areas.
The internet is another source for information, advice and support, but practitioners must be careful to only use trustworthy sites, as some of the information available is not accurate.

9. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)
Time: 15 mins
What information, advice and support might you need from people outside of the setting that will support equality, diversity and inclusion within the setting?
Consider:
Support for a child who has trouble concentrating
A child who moved to the country two months ago and does not speak any English
A child who is going to join the setting who wears a hearing aid and finds it difficult to hear people in a noisy environment
An event the setting is going to run to celebrate a religious festival.
While practitioners may have good knowledge and understanding of these situations, further support can be obtained.
A behavioural specialist or parent/carer may advise on how to engage with the child who cannot concentrate.
An interpreter can support the child and family who are new to the country, and other parents/carers may be able to help them settle.
A communication support worker can advise practitioners on how to best communicate with the child with the hearing aid, and can suggest where the child could sit in group activities, etc.
Parents/carers and community leaders could support the setting in running an event for a festival, and could provide or suggest activities, etc.

10. Information, advice and support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)
Information, advice and support
It is important that practitioners access a variety of information, advice and support to help them when planning for a specific event such as celebrating Diwali.
This could include:
Speaking to parents/carers who celebrate Diwali and asking for their help
Using any of the relevant books already in the setting
Using templates or activity ideas from the internet
Using a DVD or video to show the story in an age appropriate way.

11. Information, advice and support
3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)
Information, advice and support
Practitioners may need to access information, advice and support when they are planning to meet the individual needs of a child who has mobility difficulties.
This could include:
Speaking to the parent/carer about their child’s movements at home
Working with an occupational therapist within the setting who can advise the best standing and sitting positions for the child
Working with any other professionals involved in caring for the child’s individual needs
Attending training courses to help practitioners further support the child.

12. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)
Time: 15 mins
Discuss why it is important to access information, advice and support about equality, diversity and inclusion.
Consider:
Benefits to the setting
Benefits to the children
How it informs practice
How practitioners will benefit from seeking information, advice and support
Do you have any examples from your setting?
What might happen if you did not seek information, advice and support?
Learners should discuss how this will ensure that practitioners are better informed, and how this will in turn benefit the children and the practitioner’s own practice.
Learners should discuss the importance of accurate advice and information, and the possible effects of not seeking advice and information, such as inaccurate information, not meeting individual needs, and offending or upsetting children and their families.

13. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)
Time: 15 mins
Think about your own knowledge and experience in supporting equality, diversity and inclusion. When do you think you would need to access further information, advice and support?
Research two sources of information and advice, and consider:
Working with a child with special needs
Your knowledge of festivals celebrated in the setting
Your understanding of different family structures.
Learners should consider when they would need support and how they would go about accessing it.
As previously discussed, support can come from a variety of sources, and while learners can access the internet for this activity, using other sources should be encouraged.

14. 3. Know how to access information, advice and support about equality, diversity and inclusion (3.2)
Time: 15 mins
You have been asked to run a series of cooking activities that reflect food from around the world. Plan a list of dishes and show where you would get your recipes or ideas from.
Consider:
A range of hot and cold dishes
Dietary requirements of children within the setting
A variety of sweet and savoury food.
This activity should encourage learners to both reflect diversity and to show how to use a range of information.

15. Summary
Information, advice and support about equality, diversity and inclusion is available from a range of different people and places.
Information, advice and support about equality, diversity and inclusion will help practitioners plan to meet the needs of all children within the setting.

16. Plenary
Describe three occasions when a setting may need to access information, advice or support about equality, diversity or inclusion.
Name three different sources for accessing this information, advice or support.
Describe why it is important to use information, advice or support when planning to meet the individual needs of all children.