Page reportSummary
Page Layout
Display issue details:
The line numbers refer to lines in the original source. Any with a line number of '0' are implicit tags added by Total Validator:
1 
W874 [WCAG21 2.4.1 (A)] Add a skip navigation link as the first link on the page:
If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
2 P967 [WCAG21 3.1.1 (A)] Use the 'lang' attribute to denote the primary language of the document:
You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
3 <head>
4 <meta name="viewport" content="width=device-width, initial-scale=1.0"/>
5 W605 Duplicate tag found: See matching tag on line: 22
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
6 W605 Duplicate tag found: See matching tag on line: 23
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
7 <meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
8 <title>
8 Caring for Children from Minority Ethnic Groups | Next Stage 4Life
8 </title>
9 <link rel='shortcut icon'
href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico' type='image/x-icon'/>
10 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png
" />
11 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
12 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
13 <link rel="stylesheet" type="text/css"
href="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.css" />
14 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.min.js">
14 </script>
15 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.js">
15 </script>
16 <script type="text/javascript">
21 </script>
22 W605 Duplicate tag found: See matching tag on line: 5
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
23 W605 Duplicate tag found: See matching tag on line: 6
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
24 W609 The 'content-type' HTTP header specifies a character set of UTF-8, which is different to the value
given here:
The 'content-type' HTTP header specifies a different character set to that specified in the tag. In this case the HTTP header takes precedence. <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
25 <meta name="author" content="Next Stage 4Life" />
26 <meta name="description" content="Next Stage 4Life" />
28 <meta name="robots" content="index, follow" />
29 <meta name="rating" content="all" />
30 <meta http-equiv="pragma" content="no-cache" />
31 <link title="small" href="scripts/style.css" type="text/css" rel="stylesheet" />
32 <link title="medium" href="scripts/style_larger.css" type="text/css" rel="alternate stylesheet" />
33 <link title="large" href="scripts/style_largest.css" type="text/css" rel="alternate stylesheet" />
34 <link title="hivis" href="scripts/style_hi_vis.css" type="text/css" rel="alternate stylesheet" />
35 <script type="text/javascript" src="scripts/print.js">
35 </script>
36 <script type="text/javascript" src="scripts/styleswitcher.js">
36 </script>
37 <script type="text/javascript" src="scripts/highlight.js">
37 </script>
39 </head>
40 <body onload="highlight();">
41 <div class="banner">
42 </div>
43 <div id="buttons">
43 <div id="menu">
44 <ul>
45 <li>
45 <a href="index.html">
45 Home
45 </a>
45 </li>
46 <li>
46 <a href="contents.html">
46 Contents
46 </a>
46 </li>
47 <li>
47 <a href="local_resources.html">
47 Local Resources
47 </a>
47 </li>
48 </ul>
49 </div>
49 <div id="search">
50 <form action="search/search.html" id="cse-search-box" style="margin: 0px;">
51 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="97%" border="0" cellspacing="0" cellpadding="0">
52 <tr>
53 <td>
53 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" value="Search this
manual" onfocus="this.value=(this.value=='Search this manual') ? '' : this.value;"
onblur="this.value=(this.value=='') ? 'Search this manual' : this.value;" style="margin-right: 5px;" />
53 </td>
54 <td>
54 <input type="submit" value="Go"/>
54 </td>
55 </tr>
56 </table>
57 </form>
57 </div>
57 </div>
58 <div id="topper">
58 </div>
60 <div id="printReady">
61 <div id="container">
62 <div id="content_frame_overflow">
62 <div class="content_text">
63 <h1 class="h1">
63 Caring for Children from Minority Ethnic Groups
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 RELATED CHAPTER
65 </h2>
66 <p>
66 Also see
66 <a href="p_promoting_diversity.html">
66 Equality and Diversity
66 </a>
66 .
66 </p>
67 </div>
68 <h2 class="h2_underlined">
68 <br />
69 Contents
69 </h2>
70 <ol>
71 <li>
71 <a href="#creating">
71 Creating the Right Culture
71 </a>
71 </li>
72 <li>
72 <a href="#open">
72 Open Discussion
72 </a>
72 </li>
73 <li>
73 <a href="#identity">
73 Identity
73 </a>
73 </li>
74 <li>
74 <a href="#primary">
74 Daily Care
74 </a>
74 </li>
75 <li>
75 <a href="#religion">
75 Children's Religion
75 </a>
75 </li>
76 </ol>
77 <h2 class="h2_underlined">
77 <br />
78 1.
78 <a name="creating" id="creating">
78 </a>
78 Creating the Right Culture
78 </h2>
79 <p>
79 Having the opportunity to express and enrich one's own self and identity can greatly impact upon
the way in which children grow and develop.
79 </p>
80 <p>
80 In order to help children to grow in to healthy adults who are confident and proud of whom they
are we need to create a culture where children of every race and ethnicity are understood,
valued and respected equally.
80 </p>
81 <p>
81 No form of racism or prejudice towards adults or children within or outside the home is
acceptable. Any expression of racism or prejudice will not be tolerated and if found will be
managed under the company's Disciplinary Procedure.
81 </p>
82 <p>
82 For each child we need to understand how we can provide the best care and support to give the
child a positive sense of ethnic background, so that they feel confident and proud of whom they
are. This may be achieved through understanding and supporting their interest in spirituality,
their family, community groups and history, and by providing opportunity and resources to enable
children to identify strong role models from black and minority ethnic backgrounds.
82 </p>
83 <p>
83 For all children in our care it is important to help them feel like they belong. We need to be
aware of cultural needs that are relevant to the individual including language, dietary
requirements and any hair or skin care needs, but we also have a responsibility to understand
and provide the opportunity for the social and emotional needs of the child, including
self-awareness, respect, and identity and we should encourage and support the child in taking
part in community activities and cultural events.
83 </p>
84 <p>
84 Children are encouraged to gain knowledge and appreciation of different races through education,
sports, drama, music, literature, visual and culinary arts. They are supported in sharing and
exploring values with one another. The group living experience offers a great opportunity to
share and understand the beliefs and culture of those from different backgrounds and we
encourage individuals to celebrate and be proud of their differences.
84 </p>
85 <h2 class="h2_underlined">
85 <br />
86 2.
86 <a name="open" id="open">
86 </a>
86 Open Discussion
86 </h2>
87 <p>
87 Most children who live in our homes have very acute feelings of being on the outside of a group,
for various reasons, but particularly because they are living away from their families and
outside the mainstream of society. In addition to this many children originally come from
families who have found it difficult to fit in and have lived on the margins of society; these
experiences of being 'outside' have often been compounded for the child by multiple placement
moves and experiences of rejection. Some of these experiences will have racial, ethnic,
religious and cultural components.
87 </p>
88 <p>
88 We embrace diversity as positive and enriching and we encourage staff and children to share
their thoughts and feelings concerning aspects of their lives within and out of the home and to
communicate their understanding about the world around them through regular open discussion.
88 </p>
89 <p>
89 Inevitably feelings of difference, of being part of a minority, of being misunderstood, can form
a significant part of these discussions. Where this occurs, children are helped to reflect upon
and process instances where they have been made to feel different and may have been subject to
others' prejudice. Where staff experience is not sufficient to help the child/ren to understand
and manage their feelings and responses to incidents of racism or prejudice external resources
will be sought and made available to the child and, where necessary, to staff and other children
in the home.
89 </p>
90 <p>
90 Significant discussions will be recorded as appropriate so that Care Plans can be suitably
adjusted and parents and social workers can be included.
90 </p>
91 <h2 class="h2_underlined">
91 <br />
92 3.
92 <a name="identity" id="identity">
92 </a>
92 Identity
92 </h2>
93 <p>
93 Each child's individuality and identity in terms of their history, experience, racial origin,
ethnicity, religious belief and cultural and linguistic background will be promoted at all times
and will be reflected in the care that they receive. We respect the dignity and privacy of each
child, with due regard for these factors as well as gender and disability.
93 </p>
94 <p>
94 The provision of day to day care ensures that the needs and wishes of all young people are
ascertained, respected and met wherever possible, particularly bearing in mind ethnic, religious
and cultural factors. Individual time with keyworker's and other staff as well as frequent group
meetings ensure that staff are able to keep abreast of developing needs and wishes of each
individual child and for the group as a whole.
94 </p>
95 <p>
95 It is the role of all staff to support all young people to recognise and feel pride in their
ethnic origin so that they are able to carry a sense of history and of their roots, both of
which are important in forming a positive identity. Significant discussions will be recorded as
appropriate so that Care Plans can be suitably adjusted and parents and social workers can be
included.
95 </p>
96 <h2 class="h2_underlined">
96 <br />
97 4.
97 <a name="primary" id="primary">
97 </a>
97 Daily Care
97 </h2>
98 <p>
98 We deliver services that recognise and build on the strengths of children and young people from
all cultures, religions and backgrounds in ways that meet their needs and help them to achieve
their full potential.
98 </p>
99 <p>
99 Every effort is made to ensure that the home is welcoming to all children and to others
significant in their care and well-being; this effort is reflected in the communication around
the home, including: posters, information boards, displays and leaflets. In addition to this:
99 </p>
100 <ol type="a">
101 <li>
101 All children are given the opportunity to be cared for and educated. Where possible this is
alongside their peers in order to develop their full potential;
101 </li>
102 <li>
102 Children are encouraged and supported to understand their rights and be well-informed about
ways of challenging discrimination;
102 </li>
103 <li>
103 Home's managers are expected to identify local community resources that contribute to meeting
the needs of individuals- these are highlighted and promoted and where they do not meet
required needs alternatives are sought and suitably identified regardless of geographical
location (for example locating hairdressers who specialise in braiding or cutting African
Caribbean hair);
103 </li>
104 <li>
104 Children are cared for by staff who have been suitably trained in all aspects of equality and
diversity and caring for children from minority ethnic groups including relevant legislation
and underpinning responsibilities;
104 </li>
105 <li>
105 The home's manager will ensure that assessment of the child and the family's specific needs is
carried out with an aim to support and develop their full potential;
105 </li>
106 <li>
106 The home's manager is expected to examine ways in which diversity can be valued and activities
adapted to meet the individual child's needs including food preparation and menu choices for
example is the child a vegetarian? If they do eat meat are they restricted to which animals
they can eat; for example, Muslims, Jews and Rastafarians do not eat pork;
106 </li>
107 <li>
107 Staff are expected to acknowledge the importance of maintaining a link between the child's
home and the Children's Home in meeting the individual's need;
107 </li>
108 <li>
108 Staff are expected to offer appropriate support to aid inclusion and ensure that the children
can fully participate in the home's activities. If necessary seek additional support in order
to do this;
108 </li>
109 <li>
109 Additional support is offered to staff and/or Children who are finding difficulty in
understanding diverse or complex situations
109 </li>
110 </ol>
111 <h2 class="h2_underlined">
111 <br />
112 5.
112 <a name="religion" id="religion">
112 </a>
112 Children's Religion
112 </h2>
113 <p>
113 Children are encouraged and given the opportunity to practice cultural, religious or ethnic
customs and characteristics without interference or prejudice. Where religious practices require
special clothing or special diet children are properly equipped and advice is sought from either
the young person's family or local religious leaders, where necessary.
113 </p>
114 <p>
114 Children are enabled to celebrate their own religious festivals and are assisted in
understanding and acknowledging the religious festivals of others. It is recognised that it is
natural that some young people may express doubt about continuing their religious beliefs or
practices; whilst having regard for their wishes, it is important that they are helped to
recognise and discuss their choices and are given the opportunity to consider the implications
of deferring from these practices (for example implications on their relationships with their
family and wider community).
114 </p>
115 <h3 class="h3">
115 Prayers
115 </h3>
116 <p>
116 Where special privacy is needed in order to pray during the course of the day consideration will
be given to how best to provide this, whilst also considering the impact on other children and
the group as a whole.
116 </p>
117 <h3 class="h3">
117 Clothing
117 </h3>
118 <p>
118 Our clothes are a way of expressing our own personal identity, culture and association with a
group or trend. Children and young people will often express themselves through dress; sometimes
they may feel pressured to follow the latest street fashion.
118 </p>
119 <p>
119 Some children and young people from minority ethnic communities will have particular clothing
that they are required to or choose to wear which identifies them with the culture of their
community, where this is the case staff must respect and support the child. Where possible staff
should familiarise themselves with the way in which the garments should be worn and how the
articles should be laundered.
119 </p>
120 <p>
120 Some children from minority ethnic groups choose to dress in clothing like other young people
which also reflects their identity with music, sport and so on; however adhering to the dress
code of the child's culture may still include restrictions on the child's appearance, for
example, not being allowed to show their legs or bare their arms or Islamic law says that Muslim
women must keep their bodies and figures hidden.
120 </p>
121 <h3 class="h3">
121 Medical Implications of Religious Background
121 </h3>
122 <p>
122 Where a religion or religious sect prohibits certain forms of medical treatment or requires
disfiguring or disabling operative or mutilating treatment, a balance needs to be reached
between a parent's legal rights and responsibilities, the relevant authority's view of the young
person's best interests and the views of those who know the young person well. Efforts will be
made through the social worker to obtain written information with regard to health rules of any
particular religion or any medical health rules proposed and, if necessary, legal advice will be
sought.
122 </p>
123 <p>
123 <br />
124 <br />
125 </p>
126 </div>
127 </div>
128 </div>
129 </div>
130 <div id="footer-wrap">
131 <div id="footer-container">
131 <div id="footer">
132 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="100%" border="0" cellspacing="0" cellpadding="0">
133 <tr>
134 <td width="60%" align="left" style="padding-top: 0px;">
134 <a href="http://www.trixonline.co.uk/" target="_blank">
134 <img src="images/trix_logo.gif" width="57" height="22" alt="tri.x logo" border="0"/>
134 </a>
134
134 <span class="darkdivider">
134 |
134 </span>
134 Copyright ©
134 <a href="http://www.trixonline.co.uk/" target="_blank">
134 tri.x
134 </a>
134
134 <span class="darkdivider">
134 |
134 </span>
134
134 </td>
135 <td width="40%" align="right" valign="top" style="padding-top: 0px;">
137 <div class="footer_box">
137 <a href="#">
137 visibility:
137 </a>
137
137 <a href="#" onclick="setActiveStyleSheet('small'); return false;">
137 <img src="images/icons/small_a.gif" alt="View this website with small text" border="0" />
137 </a>
137 <a href="#" onclick="setActiveStyleSheet('medium'); return false;">
137 <img src="images/icons/medium_a.gif" border="0" alt="View this website with medium
text" />
137 </a>
137 <a href="#" onclick="setActiveStyleSheet('large'); return false;">
137 <img src="images/icons/large_a.gif" border="0" alt="View this website with large text" />
137 </a>
137 <a href="#" onclick="setActiveStyleSheet('hivis'); return false;">
137 <img src="images/icons/hivis.gif" border="0" alt="View this website with high
visibility" />
137 </a>
137
137 <span class="darkdivider">
137 |
137 </span>
137
137 </div>
138 <div class="footer_box">
138 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
138 <img src="images/icons/favourite.gif" alt="Add this page to your favourites" width="18"
height="18" border="0" />
138 </a>
138 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
138 favourites
138 </a>
138
138 <span class="darkdivider">
138 |
138 </span>
138
138 </div>
139 <div class="footer_box">
139 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <input name="printMe" type="image" onclick="printSpecial()" value="Print this Page"
src="images/icons/print.gif" onmouseover="images/icons/print.gif'"
onmouseout="this.src='images/icons/print.gif'" alt="Print this page"/>
141 <a href="#" onclick="printSpecial()">
141 print
141 </a>
141
141 <span class="darkdivider">
141 |
141 </span>
141
141 </div>
142 </td>
143 </tr>
144 </table>
145 </div>
145 </div>
146 </div>
147 </body>
148 </html>