Equalities

• All families have key people. This builds trusting relationships and provides families and children with a sense of belonging. This system also keys into our Prevent Duty procedures. Knowing our families ensures we spot signs for concern, so we can act accordingly.
• Parents are encouraged to share aspects of their family life, language or culture that we can learn from or celebrate alongside our curriculum
• Everyone’s first and home language is celebrated and acknowledged
• Our children are in family groups consisting of mixed ages so they can develop at their own pace and not ‘age/stage bracketed.’
• Our mixed age learning environment enables children to develop empathy and recognise and celebrate difference.
• We have an inclusive ‘hidden curriculum.’ Books, experiences and resources (fabrics, foods, instruments and everyday items) reflect diversity.
• Role play is used to explore difference, through superhero play and socio-dramatic play
• We talk openly and positively about the reality of difference and similarities.
• Our songs, music and stories come from a range of different cultures, traditions and languages.
• Our daily trips place us in the local community and are a great way to begin conversations about every-day life in the place we live.
• Our menu is plant based and can be eaten by all.
• We are a completely Loose Parts kindergarten. Studies suggest that children do not explicitly exhibit stereotypical gender or age-exclusion behaviours while using loose parts.
• We celebrate a nature calendar and do not put a strong emphasis on religious or cultural ceremonies unless our families request it.
• We engage with outside organisations, e.g. BHISS and EMAS, to enable us to better support our children and families.
• We are conscious of our language and try not to use ‘gendered terms’ and assumptions (e.g. ‘guys’ as a collective term). We are slowly adopting a culture of using they/them pronouns for all when speaking generally.
• When chatting to children we use their actions as a ‘way in’ as opposed to how they look or what they are wearing. For example, ‘You seem full of beans today, and ready to get stuck into some play!’ We use stories and persona dolls* to support children to think through issues and develop empathy and understanding. Children are encouraged to chat about and research answers.

*Persona Dolls and their stories are a way to celebrate diversity, help children develop a positive attitude to difference, challenge stereotypes and prejudice and address new or underlying concepts (e.g potty training, teeth care, behaviour management).The approach involves a special kind of storytelling, using a child-like doll for which a ‘persona’ (unique identity and family background) has been created by the practitioners who will be introducing the doll to the children and devising the stories. The doll is not a toy, and is only used for the storytelling sessions.