Policy statement
We will ensure that our service is fully inclusive in meeting the needs of all children. Our setting is committed to anti-discriminatory practice to promote equality of opportunity for all children and families. We aim to:

• provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
• make inclusion a thread that runs through all of the activities of the setting

Inclusion
Through communicating with staff, parents, and other agencies we aim to achieve inclusion for each child by meeting the necessary requirements and providing the resources to ensure children can meet their full potential. The nursery has a named SENCO Officer who will liaise with the family and outside agencies to co-ordinate the provision of special educational needs and offer support to the key person working alongside the child

Admissions in our setting is open to all children irrespective of their needs, abilities, and disabilities.

• We base our admissions policy on a fair and open system.
• We ensure that all parents are made aware of our equal opportunities policy.
• We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a Travelling community or an asylum seeker.
• We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
• We develop an action plan to ensure that people with disabilities can participate successfully in the services offered by the setting and in the curriculum offered.
• We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.
• Curriculum​
• Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults.  We do this by:   
• making children feel valued and good about themselves;
• ensuring that children have equality of access to learning;
• making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
• 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;
• positively reflecting the widest possible range of communities in the choice of resources;
• creating an environment of mutual respect and tolerance;
• differentiating the curriculum to meet children’s special educational needs
• ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.