{"id":21334,"date":"2021-10-06T16:45:21","date_gmt":"2021-10-06T15:45:21","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=121"},"modified":"2026-04-22T14:41:13","modified_gmt":"2026-04-22T13:41:13","slug":"inclusion-reflecting-on-practice-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/inclusion-reflecting-on-practice-2\/","title":{"rendered":"Diversity, Equity & Inclusion – reflecting on practice"},"content":{"rendered":"
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Diversity, Equity & Inclusion<\/a><\/h1>\n
\u00a0– Supporting your Self-Evaluation<\/h5>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
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Leadership of continuous improvement p16 \u2013 Leadership and professional learning<\/strong><\/p>\n

We engage in a broad range of professional learning that enables us to remain
knowledgeable, skilled and up to date in our practice. We use professional learning and development opportunities very well to influence and support pedagogy, practice and improvement priorities to improve outcomes for all children, with a strong focus on equity and inclusion.<\/p>\n

Children experience high quality spaces p22 \u2013 Children influence and affect change<\/strong><\/p>\n

We have an inclusive environment where children have a belief in their abilities. Carefully selected and well-positioned furniture and resources support all children to make choices and freely play. Resources and materials available to children are varied, adaptive and responsive, catering to children\u2019s individual abilities, needs and interests. We understand the positive impact that rich, multi-sensory play has on children\u2019s learning, resilience and wellbeing.<\/p>\n

We have a supportive environment where children are valued and celebrated. High-quality resources and spaces promote diversity, equity and inclusion. Children, their families and wider communities are positively reflected in the resources, spaces and experiences available. Children feel seen and included. Our enriching setting fully supports children to develop their knowledge, respect and understanding of their community and wider world.<\/p>\n

Children experience high quality spaces p25 \u2013 Challenge questions<\/strong><\/p>\n

How do we promote diversity, equity and inclusion and how are these positively
reflected in the resources, spaces, and experiences available?<\/p>\n

How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?<\/p>\n

Playing, Learning and Developing p28 \u2013 Quality of Interactions<\/strong><\/p>\n

We take time to understand children\u2019s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe.<\/p>\n

Nurturing Care and Support p45 \u2013 Nurturing Care<\/strong><\/p>\n

We create diverse spaces that support children to socialise, play in small groups or alone if they wish. This positively impacts children\u2019s ability to regulate their emotions and build social skills.<\/p>\n

Nurturing Care and Support p47 \u2013 Personal Plans<\/strong><\/p>\n

Personal plans are tailored to each child\u2019s individual strengths, needs and interests.<\/p>\n

We work proactively with children, families and other professionals to identify support needs\u2026strategies for care, support and protection.<\/p>\n

Nurturing Care and Support p51 \u2013 Challenge Questions<\/strong><\/p>\n

What do we need to do to ensure that the voices of all children, both verbal and nonverbal, are heard and responded to?<\/p>\n

How do our observations and knowledge of a child influence the routine of the day?<\/p>\n

Does our approach to transitions help children feel safe and secure? How do we know?<\/p>\n

Wellbeing, inclusion and equality p53 \u2013 Positive relationships and wellbeing<\/strong><\/p>\n

Each child is valued by staff as an individual with their own personality, views, needs, and rights.<\/p>\n

We support children to understand and manage their emotions and behaviour in ways that promote positive relationships, engagement and inclusion. We understand fully that relationships lie at the heart of children\u2019s development and lay the foundation for lifelong learning and wellbeing. The wellbeing of children and families is paramount and is central to the work of our setting.<\/p>\n

Children experience supportive and trusting relationships that strengthen their wellbeing, confidence and self-esteem.<\/p>\n

We know each child as an individual and recognise their unique needs, wishes and choices.<\/p>\n

Wellbeing, Inclusion and Equality p54 \u2013 Universal Support<\/strong><\/p>\n

Inclusive practice is embedded across our universal provision, enabling children with additional support needs to access learning in a way that works for them.
Children\u2019s individual needs are at the centre of planning and review processes.<\/p>\n

We ensure all children are included, engaged and involved in ways that are meaningful to them.<\/p>\n

Barriers to participation are identified early and reduced or removed.<\/p>\n

Wellbeing, inclusion and equality p55 \u2013 Identifying and assessing learning needs and targeted support<\/strong><\/p>\n

Our senior leaders and staff adhere fully to legislative requirements. We provide high quality targeted support to all children who require additional support, including access to digital technology, to reduce barriers to inclusion and learning.<\/p>\n

Wellbeing, Inclusion and Equality p56 \u2013 Inclusion and Equality<\/strong><\/p>\n

We promote and support inclusion and children\u2019s rights and encourage all children
to be fully involved in the life of the setting.<\/p>\n

We value diversity and challenge discrimination.<\/p>\n

Our staff work in partnership with parents\/carers and partners to promote and support diversity and enrich children\u2019s experiences.<\/p>\n

Highly effective strategies are in place to improve progress for all children with a clear focus on those facing challenges or barriers to their learning or inclusion.<\/p>\n

Wellbeing, Inclusion and Equality p57 \u2013 Challenge questions<\/strong><\/p>\n

To what extent do we have regular, high-quality professional learning to support
wellbeing, inclusion and equality? What impact does this professional learning have?<\/p>\n

To what extent do our approaches ensure equity, inclusion and positively impact on children\u2019s wellbeing?<\/p>\n

How well do we meet the needs of individual children? How effectively do we share information with families and partners?<\/p>\n

How effectively do we involve parents\/carers and partners in planning and delivering targeted support for individual children?<\/p>\n

In what ways do we support children at key points of transition to ensure continuity in wellbeing and inclusion?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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QI 3.1 p49<\/strong><\/p>\n

How well do all staff know and understand GIRFEC, the wellbeing indicators, and the United Nations Convention on the Rights of the Child?<\/p>\n

How well do all staff understand their role and responsibility in supporting learners\u2019 health and wellbeing?<\/p>\n

How well do we know and take account of local and national documents and guidance?\u00a0 How well do we ensure that all children feel safe, healthy, achieving, nurtured, active, respected, responsible and included?<\/p>\n

How well do children and young people show consideration for others and demonstrate positive behaviour and relationships?<\/p>\n

How well do we listen to and involve children and young people in making decisions about their wellbeing, their lives and their future?<\/p>\n

How well do we ensure that all staff undertake regular professional learning around legislation, statutory requirements and codes of practice?<\/p>\n

Can we be sure that all staff guidance is fully relevant and up-to-date?<\/p>\n

How well do we communicate with parents, partners and learning across these key themes?<\/p>\n

How well do we know the steps we have taken have improved outcomes for children?<\/p>\n

How well can we demonstrate improved attainment for groups and individuals facing barriers to learning, including poverty?<\/p>\n

Have we successfully established an inclusive learning environment? How do we know?<\/p>\n

To what extent does our school celebrate diversity?<\/p>\n

How well does our school ensure that the curriculum is designed to develop and promote equality and diversity, eliminate discrimination?<\/p>\n

How do we ensure there is an ethos and culture of inclusion, participation and positive relationships across the whole learning community?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

Diversity, Equity & Inclusion \u00a0– Supporting your Self-Evaluation Leadership of continuous improvement p16 \u2013 Leadership and professional learning We engage in a broad range of professional learning that enables us to remainknowledgeable, skilled and up to date in our practice. We use professional learning and development opportunities very well to influence and support pedagogy, practice …<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-21334","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/21334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=21334"}],"version-history":[{"count":6,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/21334\/revisions"}],"predecessor-version":[{"id":21341,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/21334\/revisions\/21341"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=21334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}