We are INCLUSIVE
It is our duty to ensure the Wellingtonians leave the College, not in a bubble of elitism, privilege and exclusivity, but with the moral values and social conscience to serve others and do good in life.
——Julian Thomas, Master, Wellington College
What does it mean to be inclusive?
From the medieval Latin inclusivus, from Latin includere (include). Today, to be inclusive is defined as ‘not excluding any section of society or any party involved in something’.
Oxford English Dictionary
How to be inclusive
In an early years’ setting it is about practices which ensure that everyone ‘belongs’ including children and parents. As educators, being inclusive applies to the practices, attitudes and values that create the early years’ setting and the sense of belonging, a safe environment where children can flourish. The best supportive process available for developing inclusive practice is to provide the resources to increase the participation of children through play and learning. An inclusive practice is one of the commitments to the EYFS principle of ‘A unique child’. This involves educators identifying and meeting the individual learning needs of all young children.
(www.teachearlyyears.com/a-unique-child/view/inclusion-in-early-years-settings)
The EYFS curriculum encompasses inclusive practice in three main areas: recognition of a unique child; forming positive relationships; and providing enabling environments.
A Unique Child
“Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.”
(www.earlyyearsmatters.co.uk/index.php/eyfs/a-unique-child/)
An inclusive practice values and respects all children and their families. As educators we should present opportunities for all children to:
- Explore and discover the people and things around them.
- Be listened to, valued and treated with fairness.
- Encourage children to recognise their own unique qualities share those characteristics with other children.
- Make friends and help them to think what makes a good friend.
- Ensure the needs of every child is fully met.
Positive Relationships
For learning to take place children need to feel safe and secure and parents and educators should work together to ensure that the child’s needs are met. Parents and educators have a special role to play in providing an environment where each child can flourish, not only the physical environment but the atmosphere created by caring and respectful relationships where children can thrive socially and emotionally.
(www.earlyyearsmatters.co.uk/index.php/eyfs/positive-relationships/)
Interactions are based on caring professional and respectful relationships that acknowledge the children and their parents’ feelings. Positive relationships are important helping:
- Children to develop socially by choosing their friends and showing preferences of who they wish to play with.
- Children to overcome shyness and providing emotional support to each other.
- Children to learn to understand and manage their feelings and become more caring towards others.
- To value each child and this leads to everyone feeling included and understood.
- Parents feel included by listening to, learning about and identifying their feelings and concerns.
Enabling Environments
A rich and varied environment plays an important role in supporting and extending children’s development and learning. Enabling environments give children the confidence to play and explore when they feel relaxed, comfortable and safe. It provides opportunities for discovery and challenges as children to learn about their interests through:
- Educators help to create an emotional environment which supports the children’s feelings and confidence, enabling them to try new activities and knowing support is there if needed.
- Being outdoors has a positive impact on children’s well-being and gives them the freedom to explore, allows children to use their senses and interact with nature and the environment.
- The indoor environment provides a second ‘home’ where children can feel safe and secure, where they can play, rest, eat and sleep.
Good actions give strength to ourselves and inspire good actions in others.
——Plato
