INCLUSION

POLICY STATEMENT  

Green Umbrella OSHC aims to provide an environment that is free from bias and prejudice in which children learn the principles of fairness and respect for the uniqueness of each person. Children are encouraged to develop their own sense of identity and educators will facilitate this in a way that embraces the needs and abilities of each child (My Time, Our Place Outcome 1). Educators will ensure that children become aware of fairness and equity and have opportunities to practice challenging bias in their play (My Time, Our Place Outcome 2). The service will ensure that appropriate inclusion support services are accessed and families are referred to them in order to support children’s well-being and full access to the program.

PROCEDURES:

1. Inclusive Practices

• Educators will actively seek information from children, families and the community about their cultural traditions, customs and beliefs and use this information to provide children with a variety of experiences that will enrich the environment within the service.
• Educators will work with families to provide care that consider the child’s needs relating to the family’s culture, beliefs and child rearing practices. Specific requests will be acknowledged where practical, to demonstrate respect and ensure continuity of care of the child.
• Educators will obtain and use resources that reflect the diversity of children, families and the community and increase awareness and appreciation of Australia’s Aboriginal and Torres Strait Islander and multicultural heritage.
• Educators will be sensitive and attentive to all children and respect their backgrounds, gender, unique qualities and abilities. The service will ensure that the service environment reflects the lives of the children and families using the service and the cultural diversity of the broader community.
• Children with additional needs will be provided with the necessary support and resources to allow them to participate where possible in all aspects of the program
• Educators will treat all children equitably and encourage them to treat each other with respect and fairness.
• Educators will act as positive role models by encouraging all children to be involved in a variety of activities, regardless of gender.
• Educators will role model appropriate ways to challenge discrimination and prejudice, and actively promote inclusive behaviours in children.
• Children will never be singled out, or made to feel inferior to or better than others. Educators and children will discuss incidents of bias or prejudice in children’s play or relationships with each other to help children understand and find strategies to counteract these behaviours.
• The program will include experiences for the children that are not based on sex role stereotypes.
• Resource materials and equipment used in the service will, as far as possible, be non-stereotyped.
• Programming that is responsive to children’s lives, interests, learning styles, genders and reflect children’s family, culture and community will be provided.

• Educators will create opportunities for children to learn about, develop respect for, and celebrate the diversity that exists in the service and in the broader community by:

• Encouraging all families, children and other educators to share their experiences, skills, cultures and beliefs;
• Accessing and using a range of resources (including multi-cultural and multi-lingual resources) that reflect the diversity of children and families in the service and in the broader community.

2. Educator recruitment and professional development

• Wherever possible, our service will aim to recruit educators from diverse cultural and linguistic backgrounds that reflect the cultural diversity of our community and to employ staff from both genders.
• All educators will be provided with a copy of the Outside School Hours Care Code of Conduct.

3. Inclusion Support Agencies

• The service will access bicultural support workers when necessary and/or telephone translation services and provide information on aspects of the service in languages that are spoken in the local community to assist in communicating with families from diverse cultural backgrounds.
• Educators will work with families, inclusion support agencies and other specialists associated with the child to develop individual support plans.

• CONSIDERATIONS:

ENDORSEMENT BY THE SERVICE:

Approval date: 31 May 2021

Date reviewed:  May 2024

Next review date: May 2027