Diversity, Gender Equity and Inclusion Policy

1. Overview

1.1. Purpose

To ensure all children, staff and families are treated equally and provided with equal opportunities to learn and thrive in our environment, our team members recognise that bias based on gender, background and other attributes can create barriers to learning and development. Inclusion takes into account all children’s social, cultural and linguistic diversity, including learning styles, abilities, disabilities, gender, family circumstances and geographic location. Our team members will be deliberate, purposeful and thoughtful in their decisions and actions. This includes planning as well as the delivery of education and care.

1.2. Scope

All Junior Adventures Group (JAG) People are required to comply with the provisions set out in this policy, their contract of employment and all other relevant policies, procedures and legislation.

1.3. Legislative Requirements

Under the Education and Care Services National Regulations, JAG is required to have policies and procedures in place to ensure the health, safety and wellbeing of the children in care.

2. Policy Statement

Our planning and program delivery promote diversity and inclusion to maximise the educational benefits and achieve the learning outcomes outlined in the National Quality Framework. We show a commitment to becoming an employer of choice by recognising that our people have unique capabilities, knowledge, experience and characteristics. In recognition that there are situations where applying the same rules can generate unequal outcomes, we will reduce barriers to equality by ensuring that how we operate provides equal access to opportunities. We are committed to social justice, equity and inclusion.

3. Principles

3.1. It’s the Law

It’s not just the right thing to do; it’s the law. In Australia, it is unlawful to discriminate against a child or staff member. We embrace and support cultural diversity at our service, including the rich history of Aboriginal and Torres Strait Islander persons. The Service will follow guidelines and best practice as outlined in the Anti-Discrimination Act, the United Nations Convention of the Rights of the Child and other relevant documents, such as the current development of our Reconciliation Action Plan which will strengthen our practice.

3.2. Treating People Equally

All JAG People, children and families are treated equally regardless of race, gender, culture, sexual preferences, sex characteristics, beliefs, religion, values, traditions, practices, physical and/or non-physical disabilities, breastfeeding status, marital status and impairments or socio-economic status. Additionally, we will not discriminate against someone that makes a complaint.

3.3. Our Program

Social stereotyping influences a child’s own self-concept and attitudes towards others. The program is delivered in a way that empowers children to be proud of their own identity and to develop positive attitudes towards people who are different to them. Children will be encouraged to acknowledge and explore prejudice, stereotyping and other concepts that can influence people’s behaviour and their experience.

Cultural competency is achieved through collaborative partnerships with families and communities. We work deliberately to create a culturally safe environment. Although, Delivering our program in a culturally safe way does not require all our team members to be experts, it requires them to respect, support and encourage cultural identity for children, families and team members.

Our program will continue to:

• develop an awareness of the traditional custodians of the land and the languages spoken

• develop an ‘Acknowledgement of Country’ in collaboration with children, families and local people that is tailored and articulates our connection to the land and its rich culture

• incorporate care and learning about the land in the program

• explore through play the natural environment, interconnections between land, people, plants and animals

• collaborate with partners in the community to learn about places of cultural significance

• embed culture in a sustainable way, introducing new practices into the program.

Our educational framework includes:

• learning and development outcomes in relation to their identity

• being child-centred; using knowledge about a child’s culture, strengths and interests is fundamental to the program

• a strengths-based approach to education and care, ensuring that through planning and promotion of our culture and ethos, we create an environment that is inclusive and discrimination free.

3.4. Partnership with Families

We will encourage families, where possible, to assist us in incorporating their knowledge and skills to assist with offering a rich and diverse program.

3.5. Cultural Context

We recognise that JAG People and children are individuals with a story and a family history. It is vital to understand what culture means to the individual child and their family, and how an individual celebrates and honours their culture varies. Our service will understand the individual first and the practices that will make them feel culturally safe by providing culturally appropriate education and care.

3.6. State-Based Differences

Commonwealth laws and state/territory laws generally overlap and prohibit the same type of discrimination. The group must comply with both state/territory laws and Commonwealth laws. The laws apply in slightly different ways, and there are some gaps in the protection that is offered between different states and territories and at a Commonwealth level. Each state will need to check the Commonwealth legislation and the state or territory legislation in the relevant state or territory to ensure all obligations are met. Additionally, the exemptions and exceptions in particular Commonwealth or state/territory Acts will not necessarily apply elsewhere.

There are some specific state-based Acts. Details are contained in the table below.

3.7. Partnership with Parents

Parents’ and carers’ expertise and views are respected. This includes culture, values and beliefs. We work together to understand and support all children attending the Service to ensure a positive education and care experience. Should conflict arise, we will utilise our internal systems and processes to resolve issues and reach an outcome.

3.8. Leadership and Governance

JAG’s leadership and governance will support the operation of a quality service and ensure that a positive organisation culture thrives where diversity and difference are viewed as a strength.

3.9 Our People

We are commtted to ensuring that our workplace is a safe, flexible and respectful environment for all, free from all forms of discrimination, bullying and harassment, where individual differences are valued and that our practices support this policy. Our first approach will always be to attempt to resolve issues informally and promptly. If this is not possible, our Policies and Procedures ensure that we work with our team mebers and support them through the process to reach a satisfactory outcome for all (refer to JAG Grievance Procedure and Managing for Performance Procedure).

3.10. Critical Reflection and Improvement

As a team, all JAG People will be asked to regularly reflect on our program, practices and the children’s experience while at the Service. We will seek to identify areas where we can improve in terms of embracing individuality, celebrating diversity and being inclusive to support children, team members and families to thrive in this educational setting.

3.11. Child Safety

We safeguard children through our procedures and practices, with particular attention to inclusion within our service. Policies and practices reflect the relevant legislation, including the National Principles for Child Safe Organisations. JAG provides polices and procedures to equip JAG people with the knowledge, skills, and awareness to keep children safe. Service Practice are continuously reviewed and improved to ensure current legislation is in effect throughout the business.

4. Key Terms

Culturally appropriate:

• Something that is appropriate or suitable for a person, making them feel culturally safe and respected

JAG People:

• Any adult that governs, manages, conducts work for or provides activities to JAG in a paid or unpaid activity spanning all levels of the organisational structure

Discrimination:

• Unfair treatment of a person or group of people based on a personal trait

Diversity:

• A range of people from different social and ethnic backgrounds, beliefs, genders or sexual orientations

Service Leader:

• Anyone who oversees the Service in one of the following roles:

  1. The Approved Provider; if the approved provider is an individual, in other cases, a person with management or control of the Service

  2. The Nominated Supervisor of the Service

  3. A Responsible Person who has been placed in day-to-day charge of the Service in the absence of the Nominated Supervisor.

Inclusion:

• Actions that ensure that you include everyone within a group or program

Gender equity:

• Respecting all people without discrimination, regardless of their gender

Prejudice:

• Preconceived opinion that is not based on reason or actual experience

Team Members:

• JAG People that work directly with Children

5. References

Education and Care Services National Law and Regulations

Early Years Learning Framework (EYLF)

Early Childhood Australia Code of Ethics (2016)

Education and Care Services National Law or Regulation that applies in each state or territory

Framework for School Age Care

Guide to the National Law and National Regulations

Children Education and Care Services National Law Act 2010 Other Relevant Legislation

Regulation 73 – Educational program

Regulation 74 – Documenting of child assessments or evaluations for delivery of educational programs

Regulation 75 – Information about the educational program to be kept available

Regulation 76 – Information about education to be given to parents

Regulation 113 – Outdoor space—natural environment

Regulation 118 – Educational leader

Regulation 123 – Educator-to-child ratios—Service-based services

Regulation 155 – Interactions with children

Regulation 156 – Relationships in groups

Regulation 160 – Child enrolment records to be kept by approved provider and family day care educator

Regulation 168 – Education and care service must have policies and procedures

Regulation 170 – Policies and procedures to be followed

Regulation 171 – Policies and procedures to be kept available

Regulation 172 – Notification of change to policies or procedures Related Policies

Safeguarding Children and Young People

Risk Management

HR Policies for Staff Induction Related Procedures 01P001 Programming Guidelines 06P001 Enrolment and Orientation Procedures HR Policies for Staff Induction Other Quality Area 1, 3, 5 & 6 Standards 1.1, 1.2, 3.2, 5.1, 5.2, 6.3 Australian Human Rights Commission Act 1986 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Australian Capital Territory – Discrimination Act 1991 New South Wales – Anti-Discrimination Act 1977 Northern Territory – Anti-Discrimination Act 1996 Queensland – Anti-Discrimination Act 1991 South Australia – Equal Opportunity Act 1984 Tasmania – Anti-Discrimination Act 1998 Victoria – Equal Opportunity Act 2010 Western Australia – Equal Opportunity Act 1984 OCG Guide to Child Safe Standards - https://ocg.nsw.gov.au/child-safe-scheme CCYP Child safe Standards - https://ccyp.vic.gov.au/child-safe-standards/ National Principles for Child Safe Organisations - https://childsafe.humanrights.gov.au/national-principles

Version 3.0 Change History

JAG Policy Change Register Date Approved 01/07/2023 Date Implemented

01/07/2023 Document Owner Quality Service Development Document Approvers

CEO / Approved Provider Next Review 12 Months