Equality, Diversity & Inclusion Policy

We uphold all protected characteristics under the Equality Act 2010:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race (including colour, nationality, ethnic or national origin)
• Religion or belief
• Sex
• Sexual orientation

In line with the Worker Protection (Amendment of Equality Act 2010) Act 2023, we take proactive steps to prevent harassment - including sexual harassment - rather than responding only after incidents occur. This includes anticipating risk, embedding a safe culture and taking preventative action across all aspects of practice.

We also recognise the importance of inclusion in relation to:

• Care experience and looked-after status
• Mental health and neurodiversity
• Socio-economic background, accent and class
• Health status (including HIV)
• Previous offending (subject to robust risk assessment)

• Language is intentional - staff use respectful, inclusive language and remain mindful of tone, assumptions and bias in records and conversations.
• Identity is visible and valued - the home environment reflects diverse cultures, identities and experiences through books, food, décor and activities.
• Difference is normalised and celebrated - diversity is integrated into daily life, not reserved for specific events.
• Bias is addressed, not ignored - discriminatory language or attitudes are calmly challenged and explored through relational practice.
• Everyday interactions are opportunities - staff use ordinary moments to promote understanding, empathy and inclusion.
• Support is individualised - care plans reflect each child's identity, communication needs, culture and lived experience.
• Reflection is expected - supervision and team discussions actively explore equality, power and unconscious bias.
• Children influence the environment - young people shape decisions about routines, celebrations and how the home feels.

We actively support children to understand, explore and express their identity safely. This includes:

• Respecting and consistently using chosen names and pronouns
• Supporting cultural, religious and spiritual practices
• Ensuring access to culturally appropriate food, clothing and self-expression
• Enabling children to maintain links with their community and heritage
• Advocating for children where they experience discrimination in education, health or the wider community

Identity development can be complex, particularly for children who have experienced trauma. Staff respond with curiosity, sensitivity and consistency. Playfulness, humour and shared experiences are intentionally used to build connection and reduce anxiety, creating a space where children are free to be themselves.

We understand that some children may express discriminatory views due to past experiences, trauma or learned behaviours. Our approach is to challenge clearly but compassionately, use keywork and relationships to build understanding and empathy, reframe behaviour as communication while maintaining clear boundaries, and apply restorative and reflective approaches.

Where behaviour escalates into bullying, hate-based behaviour or targeted discrimination, it is managed in line with our Behaviour Support Policy, Anti-Bullying Policy and safeguarding procedures. All incidents are recorded, reviewed and used to inform care planning and team learning.

We are committed to fair, transparent and inclusive recruitment and progression. This includes safer recruitment processes free from bias, equal access to development and progression opportunities, and active consideration of diversity within the workforce.

All staff receive:

• Equality, diversity and inclusion training
• Unconscious bias training
• Ongoing reflective supervision

Learning is expected to translate into practice.

We make reasonable adjustments to ensure inclusion for both children and staff. This may include:

• Adapted communication methods and accessible formats
• Adjustments to routines, expectations or environments
• Flexible working arrangements where appropriate
• Multi-agency planning to support complex needs

Adjustments are individualised and regularly reviewed.

Discrimination can be obvious, subtle, intentional or unconscious. All forms are taken seriously.

• Direct discrimination - treating someone less favourably because of a protected characteristic.
• Indirect discrimination - applying a rule or practice that disadvantages a particular group.
• Harassment - unwanted behaviour that makes someone feel intimidated, degraded or unsafe.
• Victimisation - treating someone unfairly because they have raised a concern, or supported someone else to do so.
• Microaggressions - subtle, often unintentional behaviours or comments that reinforce stereotypes or exclusion.
• Institutional discrimination - when systems or processes unintentionally disadvantage certain groups.

We notice and name discrimination - even when subtle - respond calmly and consistently rather than punitively, use curiosity over judgement, prioritise repair and understanding particularly with children, and ensure patterns are recorded, reviewed and learned from.

Equality and inclusion are monitored through:

• Workforce data (recruitment, progression, disciplinary processes)
• Complaints, concerns and safeguarding patterns
• Staff supervision and team reflections
• Feedback from children and professionals

This information is used to identify potential bias or disproportionality, inform training and development, and strengthen practice and decision-making. The policy is reviewed at least annually, or sooner if required.

Concerns about discrimination can be raised through:

• The Complaints & Representations Policy
• Supervision or line management
• Whistleblowing procedures
• Directly to the Registered Manager or Responsible Individual

Children are supported to raise concerns through keywork, advocates, worry boxes or digital methods. All concerns are taken seriously and responded to without delay.