We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and once parent families. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their gender or their impairment.
We understand that these factors affect the well-being of children and can impact on their learning and attainment.
The designated person responsible for ensuring equality and diversity for all children and families is adhered to Dr. Abdisamed Ahmed Dualle, school head master.
Amaano Boarding and Day School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We aim to:
1. Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
2. Include and value the contribution of all families to our understanding of equality and diversity;
3. Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;
4. Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;
5. Challenge and eliminate discriminatory actions;
6. Make inclusion a thread that runs through all of the activities of setting;
7. Foster good relations between all communities.
Our school is open to all members of the community.
1. We advertise our service widely.
2. We reflect the diversity of our society in our publicity and promotional materials.
3. We base our admissions policy on a fair system based on the grade of the child.
4. We ensure that all parents are made aware of our equal opportunity policy. We do not discriminate against a child or their family or prevent entry to our School on the basis of a protected characteristic, For example, Race, Age, etc.
5. We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
6. We ensure wherever possible that we have a balanced intake of boys and girls in the setting.
7. We take against any discriminatory behaviour by staff or parents whether by:
· Direct discrimination– someone is treated less favourably because of protected characteristic e.g. preventing families of some racial groups from using the service.
· Indirect discrimination– someone is affected unfavourably by a general policy e.g. children must only speak English in the setting.
· Association– discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background
· Displaying of openly discriminatoryand possibly offensive materials, name calling or threatening behaviour are unacceptable on or around the premises and will b dealt with the strongest manner.
1. Posts are advertised and all applicants are judged against explicit and fair criteria.
2. Applicants are welcome from all backgrounds and posts are open to all.
3. We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
4. The applicant who best meets the criteria is offered the post, subject to references and checks by their previous employees. This ensures fairness in the selection process.
5. All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specification.
6. We monitor our application process to ensure that it is fair and accessible.
The curriculum offered in the School encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
Our environment is an accessible as possible for all visitors and service users. We do this by:
1. Making children feel valued and good about themselves.
2. Ensuring that children have equality of access to learning.
3. Making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities e.g. recognising the different learning styles of girls and boys.
4. Positively reflecting the widest possible range of communities in the choice of resources.
5. Avoiding stereotyped or derogatory images in the selection of books or other visual material.
6. Creating an environment of mutual respect and tolerance.
7. Helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable.
8. Ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.
9. Ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning
10. Ensuring that children speaking languages other than Somali are supported in the maintenance and development of their home languages.
Monitoring and reviewing: We provide a complaints procedure and a complaints summary record for parents to see.