Teaching Assistant Level 3

Topics: Discrimination, Culture, Childhood Pages: 3 (843 words) Published: January 6, 2013
Explain how to promote anti-discriminatory practice in work with children and young people. Every member of staff is responsible for ensuring that anti-discriminatory practice is endorsed in school and to identify when discrimination is occurring. The Children Act 2004 requires early years and other childcare facilities to promote an anti-discriminatory practice within that setting and also requires all adults who work with children to promote a child’s needs with paramount importance. The Early Years Foundation Stage (EYFS) is the framework which allows young children to achieve the five Every Child Matters outcomes, it sets standards for; the education, growth and care that children should experience; equality of opportunity for every child and anti-discriminatory practice; partnership working; improving quality and consistency and lays a secure foundation for future learning for children. Within Parkhill School there are many children who originate from diverse ethnic and cultural backgrounds, most of these children use English as an additional language so it is important that communication is effective by taking into account the child’s age, culture and understanding. We have an EAL co-coordinator in school and other teaching assistants who speak additional languages who will translate on behalf of the parents that do not speak English and are available for the parents and their child as part of a support network within our school, as well as helping to fill in any necessary forms or documents the EAL coordinator will read any important letters and relay any issues on a child’s development or achievements. When working in a school that has such a diverse cultural difference it is vital that a genuine interest is shown in a child’s lifestyle in order for the child to feel appreciated and valued and to recognize the differences in all cultures as well as sharing possible comparisons that we may have; children in all key stages have learnt about many different...
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