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18 Promoting Equality and Diversity
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147 <div class="panel-body">
148 <h1>
148 Promoting Equality and Diversity
148 </h1>
153 <div class="well">
154 <p class="bold">
154 Standards and Regulations
154 </p>
155 <p>
155 Fostering Services National Minimum Standards (England) 2011:
155 </p>
156 <ul>
157 <li>
157 <a href="http://www.minimumstandards.org/fost_two.html" target="_blank" rel="noopener">
157 Standard 2 - Promoting a positive identity, potential and valuing diversity through individualised care
157 </a>
157 .
157 </li>
158 </ul>
159 <p>
159 Training, Support and Development Standards for Foster Care:
159 </p>
160 <ul>
161 <li>
161 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank" rel="noopener">
161 Standard 1 - Understand the principles and values essential for fostering children and young people
161 </a>
161 .
161 </li>
162 <li>
162 
W867 [WCAG21 2.4.4 (A)] Identical adjacent links that use different link text may be confusing: See matching tag on line: 163
If you have adjacent links to the same place with different link text it can be confusing to the user. You should consider combining these into one link and removing any redundant link text. See Understanding 2.4.4.
<a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank" rel="noopener">
162 Standard 2 - Understand your role as a foster carer.
162 </a>
162 </li>
163 <li>
163 W867 [WCAG21 2.4.4 (A)] Identical adjacent links that use different link text may be confusing: See matching tag on line: 162
If you have adjacent links to the same place with different link text it can be confusing to the user. You should consider combining these into one link and removing any redundant link text. See Understanding 2.4.4.
<a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank" rel="noopener">
163 Standard 4 - Know how to communicate effectively
163 </a>
163 .
163 </li>
164 </ul>
165 </div>
172 <div class="section">
173 <h2 id="equality_and_div">
173 1. Equality and Diversity for Children and Young People
173 </h2>
174 <ol style="list-style-type:lower-alpha">
175 <li>
175 We encourage children to develop respect for themselves and for others;
175 </li>
176 <li>
176 We deliver services that recognise and build on the strengths of children and young people from all cultures, religions, gender, age, sexual orientation, ability and backgrounds; in ways that meet their needs and help them to achieve their full potential;
176 </li>
177 <li>
177 Foster carers should ensure every effort is made to ensure that homes are welcoming to all children and young people and others significant in their care and wellbeing. In addition to this, resources used to develop work with children and young people are chosen for their suitability, positive image and anti-oppressive nature;
177 </li>
178 <li>
178 Children and young people are offered opportunities to try out new experiences, which are not restricted by traditional gender options;
178 </li>
179 <li>
179 Foster carers are expected to challenge attitudes, behaviour and language that are non-inclusive and discriminatory, in a positive way.
179 </li>
180 </ol>
182 </div>
183 <div class="section1">
183 </div>
189 <div class="section">
190 <h2 id="inclusion">
190 2. Inclusion for Children and Young People
190 </h2>
191 <ol style="list-style-type:lower-alpha">
192 <li>
192 All children/young people are given the opportunity to be cared for and educated. Where possible this is alongside their peers in order to develop each child to reach their full potential;
192 </li>
193 <li>
193 Children/young people are encouraged and supported to understand their rights and be well-informed about ways of challenging discrimination;
193 </li>
194 <li>
194 Foster carers are expected to identify local community resources that contribute to meeting the needs of children/young people - these are highlighted and promoted and where they do not meet required needs alternatives are sought and suitably identified regardless of geographical location;
194 </li>
195 <li>
195 Additional support accessed through supervision and training will be offered to foster carers who are finding difficulty in understanding diverse or complex situations for children.
195 </li>
196 </ol>
198 </div>
199 <div class="section1">
199 </div>
205 <div class="section">
206 <h2 id="equality_in_employ">
206 3. Equality in Employment
206 </h2>
207 <ol style="list-style-type:lower-alpha">
208 <li>
208 We will not discriminate, whether consciously or subconsciously, in making decisions;
208 </li>
209 <li>
209 Promotion and advancement will be made on merit and all decisions relating to this will be made within the overall framework and principles of this policy;
209 </li>
210 <li>
210 Job descriptions, where used, will be revised to ensure that they are in line with our equal opportunities policy. Job requirements will be reflected accurately in any person specifications;
210 </li>
211 <li>
211 We will adopt a consistent, non-discriminatory approach to the advertising of the vacancies;
211 </li>
212 <li>
212 We will not confine our recruitment to areas or media sources, which provide only, or mainly, applicants of a particular group;
212 </li>
213 <li>
213 All applicants who apply for jobs with us will receive fair treatment and will be considered solely on their ability to do the job;
213 </li>
214 <li>
214 All employees involved in the recruitment process will periodically review their selection criteria to ensure that they are related to the job requirements and do not unlawfully discriminate;
214 </li>
215 <li>
215 More than one person will carry out short listing and interviewing where possible;
215 </li>
216 <li>
216 Interview questions will be related to the requirements of the job and will not be of any discriminatory nature;
216 </li>
217 <li>
217 We will not disqualify any applicant because he/she is unable to complete an application unassisted unless personal completion of the form is a valid test of the standard of English required for the safe and effective performance of the job;
217 </li>
218 <li>
218 Selection decisions will not be influenced by any perceived prejudices of other staff.
218 </li>
219 </ol>
220 <h3>
220 3.1 Disability Discrimination
220 </h3>
221 We believe in providing a welcoming, comfortable and accessible environment that is safe and easy to use for children, parents, relatives, foster carers and staff. We will endeavour to achieve equality of opportunity for all to ensure equal access to its facilities. Where possible, we will avoid physical features that make it difficult for people with a disability and make reasonable adjustments to improve the environment.
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