1. Equality and diversity – session 2
Children and young people’s services
Teaching lecturer – Natalie Brown

2. Aims of the session To review last weeks session
To consider legislations
Look at legislations in relation to policy and practice
Look at the principles of auditing, action planning and activities

3. Review last weeks session
Note down three things we looked at last week?
Share your definitions of the key terms with the person next to you and develop one definition between you
Equality
Diversity
Discrimination
Stereotyping
Prejudice

4. Learning outcome one
Today's session will help you in completing learning outcome one and allow you to demonstrate your understanding of legislations and how these are or are not reflected in your practice.

5. Legislations
We have an equality and human rights legal framework to ensure we avoid discrimination

6. Legal framework in context
The UK framework has two elements:
The anti-discrimination framework – gives individuals a route to raise complaints around employment and service delivery.
The public duties – places a proactive duty on organisations to address institutional discrimination

7. Why do we have legislations?
What do legislations aim to do?
Ensure we avoid discrimination
Promote Human rights
Consider this in term of:
The individual
The child
The setting
The national agenda

8. Who is protected?
Consider the following and who falls into these categories:
Gender
Race/ethnicity
Sexuality
Disability
Age
Religion/belief

9. Anti-discriminatory legislations - Group task
In small groups collect information about a legislation to present to the rest of the group
Equality Act 2010
Disability Discrimination Act 1995
Race Relations Act 1976
Sex Discrimination Act 1975
The SEN and Disability Act 2001
What do they say in relation to equality and diversity, what responsibilities do they give/who to and How do these relate to working with children?

10. Positive discrimination
There is a term called ‘positive discrimination’
What does this mean?
Examples?

11. Policies What is a policy?
Why do we have policies and not just publish legislations?
Discuss in pairs – Were you made aware of your settings policies? how? Who ensures they are put into practice?

12. Equality and diversity policy
In small groups look at your policies from your settings, discuss:
Which parts of the policy can be clearly identified to be reflecting which legislations
Is your policy effective and does it meet all requirements
How are your policies made suitable to the setting you are in

13. Monitoring policies
Policies should be monitored to establish how effective they are in settings
Just because there is a written policy does not mean your setting has fulfilled its duty.
Consider how your setting monitors the effectiveness of its policies, have you been involved in this process?
When you carry out your audit you will need to consider your settings relevant policies.

14. Learning outcome two
Today's session will help you to understand the audit process for learning outcome two

15. Last weeks directed study
Group discussion on ideas of target areas for your audits and to undertake your activity
In pairs discuss your thoughts about carrying out an audit

16. Audits
Audits establish information based on factual information, not assumptions or suggestions.
They are a way of maintaining quality systems.
Audits have a specific requirement
Audits should be carefully planned as they are a formal activity.
You must keep records to prove an audit was carried out and that facts are correct.

17. Benefits Audits can: Highlight and share good practice
Offer reassurance that good practice is carried out
Identify problems
Offer opportunities for improvements
Assess the effectiveness of policies
Achieve better allocation of resources

18. Your role:
Your role is to look at the settings systems, procedures and records and determine if they meet the policy, procedures, agreed standards and statutory requirements.
As an auditor you should be:
Ethical
Open-minded
Observant
Determined
Decisive
Self-reliant

19. Continued... As an auditor you are not: A fault finder Dishonest
Interrogating
Looking to find fault or blame

20. Possible documents to audit
Policies
Procedures
Records
External documents
Work instructions

21. Completing your audit
Identify the area you are looking at and what you will measure it against.
Carry out and record audit.
Produce a report
Identify area for development
Plan an activity
Evaluate the process

22. Quality audits are:
Periodic, independent and documented examination and verification of activities, records, processes and other elements of a quality system to determine their conformity with the requirements of a quality standard.

23. Audit findings
Positive, negative or neutral facts supported by objective evidence
Written statement or conclusion describing evidence and relating to quality standards or regulations

24. Audit example 1 Area of impact What do we do well? How do we know?
What is the evidence?
Physical setting
Legislation Policies and Procedures
Physical resources
Community Support/Involvement
Human Resources
Gaps identified:
Action plan:

25. Audit example 2 Area of Impact Indicators Y/N Evidence available
Area of concern
Action to be taken
Physical Setting
Accessibility
Signs and notices
Legislation
Policies and Procedures
Equal opportunities Policy
Physical Resources
For this area think of the resource areas in your setting

26. Making your own audit
The samples are there to guide you, you may choose to design your own form and tailor it to your audit.
Use your own indicators

27. Following your audit Your audit will identify area for development
Discuss this in your report
Identify an action in the form of an activity to bring about change (activity plan)
Carry out activity to see if changes are made
Evaluate this in your findings in the written report

28. Action plans
This will be identified though looking at areas to develop from your audits.
Actions which are required to improve the equality and diversity in your chosen area
Action planning is the process that guides the activities of a setting or project.
A process which will help you to focus your ideas and to decide what steps you need to take to achieve particular goals that you may have.
Where is the setting/practice now?
Where does it need to be? And what is missing?

29. Activity
Your activity should be planned to develop/improve the equality and diversity within your chosen area
This could involve staff, children, parents or visitors/members of the community
In your activity plan you must clearly identify:
What you intend to do – The aim
Who you are doing it with – The audience
Why you are doing it – The objective
How you will do it – The plan
The resources required- Materials
How to challenge and meet individual needs – differentiation

30. Report outline Title page Table of contents Body of report Conclusion
Recommendations
Bibliography
Appendices
Audit
Activity plan
Permission slip
Evidence

31. Learning outcome 2 – planning
In pairs consider how you will ensure you have enough time to complete all the stages required for learning outcome 2.
Create a time line for when you will complete each section (consider when you will complete learning outcome 1)

32. For next weeks session – directed study
Look at any other the policies in your setting that you feel reflect equality and diversity. Critically consider:
Which legislation does it reinforce?
How does it demonstrate equality?
How does it involve diversity?
How is the policy evident in practice?
Who has read the policy?

33. Directed tasks
Consider how you will undertake your audit and design the audit form or select and adapt a format to use
Make sure you plan your time effectively as there is lots to do for outcome 2.
Read the guidance on writing a report and carrying out an activity both available on LearnNet