Policy Statement

Twinkling Stars ECC is dedicated to fostering a safe, secure and an inclusive and welcoming environment where every child feels valued and supported.

Principles

We are committed to fostering an environment that respects and embraces diversity, ensuring freedom from discrimination, bias, and fear. Our goal is to create an equitable learning environment where all children and families feel accepted, respected, and valued.

Recognizing unique learning needs, we provide individualized support to ensure the full participation of every child in the learning process.

Guiding Practices

1. Identification, Assessment and Early Intervention

At Twinkling Stars the key person of a child along with our center’s SENCO conducting comprehensive formal and informal assessments will collaborate with families. This information is then used to formulate interventions which accelerate learning, progress and development of child.

2. Admissions, Participation and Equity

Our Centre is open to all community members. We advertise our services widely and aim that families using our setting reflect the cultural diversity.

Curriculum Provisions

Adapting the EYFS curriculum and teaching practices to accommodate diverse learning styles and abilities. The EYFS framework encourages children to develop positive attitudes about themselves as well as people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

Celebrating multicultural festivals and creating an inclusive, respectful environment.

Implementing positive behavior support strategies for an inclusive atmosphere.

Procedure to Develop Individual Educational Plans

• After the child’s admission, upon entry Key Person will continually assess each child’s educational needs.
• If a child make limited progress the Key Person will refer the child to Special Educational Needs Coordinator.
• SENCO will be identifying children with SEND at different stages of their education and will raise concerns with Centre Manager the child’s parent.
• While the child is under observation, the Key Person will plan specific activities to support the child individual needs, whilst continuing to follow-up with the parent/carer and the SENCO.
• Centre’s SENCO along with the key person will conduct initial meetings with parents to understand the unique needs and requirements of their child, gathering essential information to create individualized educational plans (IEPs) and development plans.

Valuing Diversity in Families

• Welcoming diverse family lifestyles and encouraging parental involvement.
• Creating means for inclusion for families speaking languages other than English.
• Offering a flexible payment system for families with varying income levels.

Employment

• Selecting applicants based on criteria, subject to references and criminal clearance by Dubai Police.
• Including a commitment to promoting equality and recognizing diversity in job descriptions.

All Staff at the Setting

• Commitment to fair treatment of staff, users, and potential staff, irrespective of race, gender, or religion.
• Staff members are knowledgeable about the Equality of Opportunity Policy, sharing responsibility for providing an inclusive service.

Meetings

• Ensuring all families have opportunities to be involved in meetings.
• Communicating meeting information in various ways to accommodate diverse parents.

Discriminatory Remarks or Behavior

• Taking discrimination incidents seriously and challenging prejudice constructively.
• Encouraging self-reflection among staff to recognize and address personal biases.

Monitoring and Reviewing

• Annual monitoring and review of policies to ensure they remain effective in promoting equality, inclusion, and valuing diversity.
• Providing a complaints procedure with communication on actions taken.

Legal Framework

• Adhering to UAE federal law No.5.
• UAE labor laws.
• MOSA rules and regulations.
• KHDA guidelines and procedures.

Child Protection Laws

As we follow the EYFS Early Years Foundation Stage framework we also try to reflect the UK legal framework as close as possible.

• Disability Discrimination Act (DDA) 1995, 2005.
• Race Relations Act 1976.
• Race Relations Amendment Act 2000.
• Children Act 1989, 2004.

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Policy created by Twinkling Stars Center Manager:
Ms. Asma Azher