1.
Explain the terms
Equality
Equality is about making sure everyone has the same chances, rights, and
access to resources, no matter their background, abilities, or personal
characteristics. In an early years setting, this means ensuring every child
can take part in learning activities and use materials in a fair and
supportive way.
Diversity
Diversity is all about recognising and valuing the differences that make
each person unique. This includes cultural, religious, linguistic, physical,
and learning differences. In childcare, diversity can be celebrated through
books, music, food, and activities that represent a wide range of cultures,
abilities, and family structures, helping children see and appreciate the
world around them.
Inclusion
Inclusion means creating an environment where all children and their
families feel welcomed, respected, and fully supported. It involves
adapting activities and the environment so that children with different
abilities or needs can take part confidently and meaningfully.
Participation
Participation means giving children a real voice and encouraging them to
share their ideas. When children feel listened to, it helps build their
confidence, supports their independence, and strengthens their social
development across all areas of learning.
Discrimination
Discrimination occurs when someone is treated unfairly or differently
because of a personal characteristic, such as age, gender, ethnicity,
disability, or religion. In an early years setting, discrimination can be
subtle, like giving certain children more attention, or more overt, like
excluding children from an activity.
British Values
British Values are principles that support democracy, the rule of law,
individual liberty, mutual respect, and tolerance of different faiths and
beliefs. In an early years context, these values are promoted through
routines, discussions, and activities that teach children respect, fairness,
and collaboration.
2. Policies and Legislation Relevant to Equality, Diversity and
Inclusion
Policy/Legislation What does it say
Early Years Sets standards for learning, development, and
Foundation Stage care. Includes requirements for equality,
(EYFS) inclusion, and safeguarding, ensuring all
children can participate regardless of ability or
background.
United Nations Children have the right to protection,
Convention on the education, and to have their views
Rights of the Child considered. Every child should be treated
(1989) equally and fairly.
Children Act 1989 & Ensures children’s welfare is paramount and
2004 provides guidance on safeguarding, child
protection, and parental responsibilities.
Childcare Act 2006 Requires early years providers to promote the
well-being of children and ensure equality of
access to services.
Rights of Persons Promotes the rights of children and adults
with Disabilities 2009 with disabilities to access education and
services without discrimination.
Equality Act 2010 Protects against discrimination, harassment,
and victimisation. Sets out duties for early
years providers to promote equality and
remove barriers for children and families.
SEND Code of Provides guidance for identifying and
Practice 2015 supporting children with special educational
needs and disabilities, ensuring they receive
personalised care and education.
3. Nine Protected Characteristics (Equality Act 2010)
Characteristic What it means
Age Protection against unfair treatment based on age
(more relevant for adults but may influence staff
recruitment).
Disability Protects children and adults with physical, learning,
or mental disabilities from discrimination and
ensures reasonable adjustments are made.
Gender Protects individuals who are transitioning or have
reassignment changed their gender.
Marriage and Protects staff or families in marriage or civil
civil partnerships from discrimination.
partnership
Pregnancy and Protects children and staff against unfair treatment
maternity during pregnancy or maternity leave.
Race Protects children and adults from discrimination due
to ethnicity, nationality, or skin colour.
Religion or Ensures children and staff are not treated unfairly
belief due to faith or lack of faith.
Sex Protects against discrimination based on gender.
Sexual Protects LGBTQ+ individuals from discrimination.
orientation
4. How Legislation Informs Policies and Procedures
Provision of Service and Access
Legislation ensures that all children can access the setting’s
services equally. Policies will outline how resources, routines, and
environments are adapted to meet individual needs. For example,
wheelchair access, communication support, or visual aids.
Children, Practitioners, Volunteers, Colleagues, Other
Professionals
Legislation helps make sure that everyone is treated fairly and
works together respectfully. It guides policies around things like
recruitment, training, and safe working practices, so that children,
staff, and visitors all feel valued and protected. It also ensures that
any form of discrimination is taken seriously and dealt with
appropriately.
Planning and Carrying Out Physical Care Routines
Legislation plays an important role in shaping care routines, helping
make sure that personal care—like feeding, toileting, and dressing—
is carried out in a sensitive, safe, and respectful way. Settings often
have policies that explain how these routines should be adapted for
children with disabilities or medical needs, so every child gets the
support and dignity they deserve.
5. Importance of Applying Equality, Diversity, Inclusion, and
British Values
Planning Activities
Activities should be accessible and meaningful for every child, which
includes making sure they reflect a range of cultures and
backgrounds. For example, cooking activities could include dishes
from different cultures, and art activities should offer materials that
represent a variety of skin tones so every child feels seen and
included.
Selecting Resources
Books, toys, and materials should reflect diverse families, abilities,
and experiences to help children understand and value differences.
Language Use and Cultural Awareness
Adults should use inclusive language, avoid stereotypes, and
respond respectfully to children’s cultural and linguistic needs.
Daily Routine
Routines should be flexible to accommodate children’s individual
needs, such as quiet spaces for children who need sensory breaks.
Parental Preferences
Settings should respect families’ cultural, religious, and personal
preferences while ensuring the child’s welfare is maintained.
6. Definitions of Terms Related to Additional Needs
Term What it means
Autism A developmental condition affecting social
interaction, communication, and behaviour;
may require tailored support and structured
routines.
Global Delay Significant delay in multiple areas of
development, including speech, motor skills,
and cognition.
Speech & Language Challenges with understanding or using spoken
Difficulties language, which may affect communication and
learning.
BESD (Behavioural, Difficulties with managing behaviour, emotional
Emotional, and regulation, or forming positive relationships.
Social Disorder)
ADHD A neurological condition affecting attention,
impulsivity, and hyperactivity; may require
adjustments in routine and environment.
7. Adapting Routine, Resources, and Activities
Need Adaptation Examples
English as an Use visual aids, gestures, key word cards,
Additional bilingual books, and repetition; pair with peers
Language (EAL) who speak the language.
Potential Signs of Break tasks into smaller steps, provide additional
SEND support or prompts, sensory breaks, and
individualised resources.
Hearing Impaired Use visual cues, sign language, face-to-face
communication, amplified audio, and vibration
alerts.
Visual Impaired Provide textured resources, high-contrast
materials, braille labels, and guided support.
Most Able Offer extension activities, open-ended challenges,
problem-solving tasks, and opportunities for peer
mentoring.