Equality and Diversity
Scope of this chapter
This chapter summarises our commitment to provide inclusive and equal services to a diverse range of children and young people.
Related guidance
Amendment
In March 2025, this chapter was reviewed and updated locally.
This procedure summarises our commitment to provide inclusive and equal services to a diverse range of children and young people, and to promote equality and diversity as part of our recruitment and employment practices. The Home will not discriminate against any persons (including staff, potential staff or children) on the basis of a protected characteristic under the Equality Act 2010:
- Age;
- Disability;
- Gender reassignment;
- Marriage and civil partnership;
- Pregnancy and maternity;
- Race;
- Religion or belief;
- Sex;
- Sexual orientation.
In addition:
- We encourage children to develop respect for themselves and for others;
- 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;
- Every effort is made to ensure that Homes are welcoming to all children and young people and others significant in their care and wellbeing; this effort is reflected in the communication around the Home, including: posters, information boards, displays and leaflets. In addition to this, resources used to develop work with children and young people are chosen for their suitability and anti-oppressive nature;
- Children are offered opportunities to try out new experiences, which are not restricted by traditional gender options;
- Staff are expected to challenge attitudes, behaviour and language that are non-inclusive and discriminatory, in a positive way;
- Managers are expected to monitor the range of children and young people placed within the Home in terms of ethnicity, gender and disability. This is to ensure the service provision is reaching all and not creating barriers to certain groups.
- Children are protected, and helped to keep themselves safe, from bullying, homophobic behaviour, racism, sexism, radicalisation and other forms of discrimination. Any discriminatory behaviours are challenged and help and support are given to children about how to treat others with respect.
- 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;
- Children are encouraged and supported to understand their rights and be well-informed about ways of challenging discrimination;
- The 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 hairdressers who specialise in braiding or cutting African Caribbean hair;
Children are cared for by staff who have been suitably trained in all aspects of equality and diversity including legislation and their responsibilities; All employees must complete mandatory induction training in “Equality & Diversity” on the Shaw Trust Academy. The Home will also train all staff in ‘prevent’ training. In particular, this requires providers to 'have due regard to prevent people from being drawn into radicalisation'.
All staff are actively encouraged to go on further training and development to wider their knowledge in these keys equality and inclusion areas. - Children are cared for by staff who have been suitably trained in all aspects of equality and diversity including legislation and their responsibilities;
- The Home's managers ensure that assessments of the child and the families specific needs is carried out with an aim to support and develop their full potential;
- The Home's managers are 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;
- Staff are expected to offer appropriate support to aid inclusion and ensure that the children and young people can fully participate in the Home's activities. If necessary seek additional support in order to do this;
- Additional support is offered to staff and/or Children who are finding difficulty in understanding diverse or complex situations.
The Home Manager has overall responsibility for the implementation, review and monitoring of all assessments inclusive of Equality Impact Assessments and ensuring corrective action where necessary. Any discriminative or oppressive practices will not be tolerated and any evidence of this will be challenged by the Homes Manager and all staff. If it is deemed that a young person is bullying on any of the above grounds, then this will be appropriately challenged along with a bullying log record being opened and direct work sessions being completed.
- The home will ensure no job applicant or employee is discriminated against either directly or indirectly on the grounds of race, colour, creed, nationality, ethnic or national origin, religious belief, political opinion or affiliation, sex, marital status, sexual orientation or disability;
- This will be communicated to all private contractors reminding them of their responsibilities towards equality of opportunity;
- The Home will maintain a neutral working environment in which no worker feels under threat or intimidated.
- The recruitment and selection process is crucially important to equal opportunities. The Home will endeavour through appropriate training to ensure that employees making selection and recruitment decisions will not discriminate, whether consciously or subconsciously, in making these decisions;
- 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 procedure;
- Job descriptions, where used, will be revised to ensure that they are in line with these equal opportunities objective. Job requirements will be reflected accurately in any person specifications;
- The Home will adopt a consistent, non-discriminatory approach to the advertising of the vacancies;
- The Home not confine recruitment to areas or media sources, which provide only, or mainly, applicants of a particular group;
- All applicants who apply for jobs will receive fair treatment and will be considered solely on their ability to do the job;
- 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;
- More than one person will carry out short listing and interviewing where possible;
- Interview questions will be related to the requirements of the job and will not be of any discriminatory nature;
- The Home will not disqualify any applicant because they are 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;
- Selection decisions will not be influenced by any perceived prejudices of other Staff.
The Home believes in providing a welcoming, comfortable and accessible environment that is safe and easy to use for children, parents, relatives, staff, visitors and other users of the premises. The Home will endeavour to achieve equality of opportunity for all to ensure equal access to its facilities. Where possible, the Home will avoid physical features that make it difficult for people with a disability and make reasonable adjustments to improve the environment.
Dealing with Abuse
The Home is committed to preventing the abuse of young people in residence. It will strive to achieve this by recognising the fundamental rights of young people to privacy, dignity, maintenance of self-esteem and fulfilment, choice, recognition of diversity, individuality and independence, together with the maintenance of their rights as citizens. Homes2inspire has dedicated policies for Safeguarding and allegations of abuse.
Gender and Sexuality
Staff at the Home are to treat all children and young people in their care equally and not reinforce gender stereotypes. Staff will need to discuss sex and sexuality in an age appropriate and open way that encourages discussion around gender and sexuality thus educating the child or young person on different gender roles and raise awareness of identifying as LGBTI+.
Wherever possible staff teams will be well balanced to meet the needs of all young people residing within the Home and both male and female staff will be positive, pro-active role models.
The sexual orientation of all young people will be supported and a level of knowledge developed through individual and group education as appropriate. Staff will work in a sensitive manner when discussing topics around LGBTI+ areas and healthy relationships along with attending relevant training courses both external and internal to the company.
Where young people are exploring different sexual orientations, they should be supported and educated in the safe practice of their preferences within the legal frameworks that protect them. Staff will seek further support should their need assistance to provide age appropriate IAG in areas which are not within their expertise. Young people will be supported to attend any external agencies in order to meet likeminded peers.
In the ever changing society which we live in a current key significant underrepresented group of individuals who face discrimination which has been brought to the forefront from a human rights and equality prospective in 2020 is the Transgender community. The transgender community is incredibly diverse. Some transgender people identify as male or female, and some identify as genderqueer, non-binary, gender, or somewhere else on or outside of the spectrum of what we understand gender to be. Some choose to openly identify as transgender, while others simply identify as men or women. Staff need to be mindful that transgender and non-binary staff and young people are treated the same as cisgender individuals.
All young people within Homes2Inspire regardless of their gender identification and sexual orientation will be educated on how to express themselves freely and openly within the Residential Home. Staff will ensure that each child within their care are not exploited within their peer relationships and are fully supported to form healthy appropriate relationships and explore themselves regardless of their chosen self- identity. Staff are to empower children and young people to speak out should they feel they are being oppressed.
Regardless of a child’s sexual orientation or gender identification staff must ensure that the child or young person is engaging in safe, age appropriate, non-abusive and exploitative relationships with their peers or others of the Home. Staff are to educate the child or young person within the Home on direct work sessions be spoke to their cognitive level and current identified emotional and physical care needs around areas such as; sexual health, healthy relationships, self-esteem, identity, gender roles, stereotyping, exploitative relationships and risks.
If staff suspect a child is potentially at harm when engaging in any relationships either in the Home or out of the Home, appropriate action should be taken and company safeguarding protocols and local authority guidelines followed.
Culture & Religion
Homes2Inspire will not tolerate any form of discrimination or racism towards any staff member or child or young person within their Homes or Staying Close Arrangement. All children and young people will be treated fairly and equally regardless of their culture, religion or religious denomination. Culture describes the way people live their lives. Culture is based on many different factors e.g. memories, experience, background, racial identity, class, religion and family attitudes. Culture is part of a child’s identity and heritage.
Every effort should be made to preserve a child’s linguistic and communication skills, otherwise they may lose a large part of their culture. Staff need to ensure that a child or young person’s cultural and religious needs are being met so must be mindful of their identified needs when creating care plans, preparing meals, activity planners etc.
Staff must ensure that there are sensitive and aware of the customs, rituals and important religious calendar dates for any residents within their care.
All children or young people will be supported by the Home or Staying Close Arrangement to attend related services that follow their religious denomination.
If any specific cultural or ritualistic requirements are necessary in relation to daily structures, physical surroundings and dietary needs along with specialised clothing or religious items staff will fully support this. Staff will actively encourage all young people to gain an understanding and awareness of different religions and cultures through resident meetings, cultural themed menu nights and external trips to places of worship along with the Home providing stimulating educational R.E resources.
If a staff member or child or young person moves in to the Home and is actively following a religious pray routine or structure, then the Home will accommodate this in the day to day running of the Home subject to balancing the needs of the other staff members and child or young person. Staff will record specific cultural daily structures within the child’s individual care plan. Funds will be available to enable a child to purchase any religious items to meet their religious needs.
Staff will fully support child or young person who have been moved out of area to maintain their links with family and friends and hobbies, activities and places of worship. This will be done when deemed appropriate in line with individual risk management plans and when not possible due to identified risks the decisions behind the refusal will be explored with the child or young person. Staff would then ensure an appropriate contact plan was agreed with all professionals and alternative place of worship sourced local to the residential setting. Staff will need to put measures in place to ensure the child or young person is able to access religious services, hobbies and maintain agreed friendships to provide consistency and minimal disruption to the child or young person to enable them to continue flourishing as an individual and remain building on their heritage.
Black and Minority Ethnic (BME)
All staff need to value and respect BME individuals and any racial discrimination or negative attitudes must be appropriately challenged. Any specific emotional, physical and general care needs need to be discussed with the child or young person’s social worker at the beginning of the placement and at all childcare reviews.
BME children may have particular needs, such as hair and skin care products, and staff should source local hairdressers to gain support and advice on hair care. Staff will need to adhere to any dietary, religious, cultural and heritage needs.
Asylum seeking and Refugee children/young people
Asylum Seekers are people who flee their home country to seek refugee status in another country and then lodge an application for asylum with the government of that country.
Asylum seeking and refugee children/young people may have direct experience of:
- High intensity war;
- The destruction of their homes;
- The violent death of family or friends;
- Getting separated from family;
- Injury;
- The arrest of members of their family;
- Being arrested, detained or tortured themselves;
- Being forced to join the army or militias;
- Rape;
- Grave shortages of food, water or other necessities;
- The fear of discovery or arrest;
- Hostility in their new homeland;
- Material deprivation in the UK.
Homes2Inspire recognise children/young people may experience ‘flashbacks’, with extreme emotions such as rage, terror, distress, shame or guilt. They may have difficulties in sleeping, eating or concentrating.
Homes2Inspire will provide support for the complex needs of asylum seeker/refugee children/young people, and work in partnership with the local authority and other external agencies.
Age
The Home and Staying Close Arrangement will encourage, promote and support all child or young person’s to be able to experience age appropriate experiences based on their functioning assessments, cognitive abilities, competencies and individual risk assessments. By tailoring the child’s care/ pathway plan in line with their specific needs staff will be able to communicate effectively with each child or young person and allow them to engage in life experiences, discussions and activities which match those of their peers who are not looked after within the care system.
All documents on the Home or Staying Close Arrangement will be written in a format which each child or young person can comprehend.
Disability
Homes2Inspire will actively promote equal opportunities to access all facilities within the residential service and wider community.
Where possible, staff will avoid physical activities and environments that make it hard for child or young person or staff with a disability.
There may be times where children have a short-term disability (injury/ illness) and the home will re-assess the environment and consider reviewing risk-assessments including safer handling plans and fire evacuation. The safeguarding needs of all young people with a disability must be recorded in risk assessments and decisions taken on their behalf will be made in consultation with the individual, and those with parental responsibility.
Neurodiversity
Neurodiversity is a term that refers to the natural differences between people and was coined in the late 1990's by Australian sociologist Judy Singer. It can be compared to terms such as race, culture, class and gender and is useful to describe people with varying characteristics and behaviours of neurodevelopmental conditions alongside the "neurotypical" majority in a non-prejudiced way.
It is thought that up to 15% of the population are thought to be neurodiverse. The remaining majority are neurotypical.
Most common types of neurodiversity:
- Autism, or Autism Spectrum Conditions;
- ADHD: Attention Deficit Hyperactivity Disorder, or ADD: Attention Deficit Disorder;
- Dyscalculia;
- Dyslexia;
- Dyspraxia, or Developmental Coordination Disorder (DCD)
There are a number of other examples of how brains can process information differently.
Some people consider these to be part of the 'neurodiversity' umbrella and others like to keep them separate - there's no right or wrong answer:
- Cognitive functioning difficulties or executive dysfunction;
- Dysgraphia;
- Misophonia;
- Slow processing speed;
- Stammering;
- Tourette's syndrome.
Being neurodiverse does not correlate with low intelligence; many people with neuro differences are highly intelligent.
People who are neurodiverse often think about and see the world differently, making them a huge asset to any team that wants to improve how they do things and deliver excellent care or services. We embrace children, young people and adults who form part of our team who are neurodiverse, recognising that their incredible talents can help us all improve and consider alternatives ways of providing care.
Neurodiversity will be covered in care and risk management for children and considered within development plans for employees.
Dietary and Health Needs
Through the placement/support planning process and consultation with children/young people specific arrangements will be made to address any personal, cultural or religious needs in regard to health and diet. In addition, Healthy options are promoted daily to support positive choices. Children are supported through their dietary and health needs where this is reflected in their health care plan, where this will demonstrate specific health care issues such as skin care, hair care, nail care and dietary needs.
Lesbian, Gay, Bisexual and Transgender Issues:
Same sex relationships will be valued and negative attitudes towards lesbian, gay, bisexual and transgender people are not appropriate and should be challenged. All staff need to ensure the safe development and provide a safe environment for lesbian, gay, bisexual and transgender children/young people. Staff need to be sensitive to their own feelings about same sex relationships and personal views should not be imposed on children/young people. Care should be taken at all times with regard to language and behaviour and diversity should be positively represented.
Homophobia must be challenged by all staff. The vulnerability to bullying and discrimination of children/young people in these groups will be recognised in the ethos of the Children and Young Person’s Guide and the Statement of Purpose. Staff should also be aware of local support services and information on these services should be provided alongside other information produced for children/young people.
Gender identity and Non-Binary Gender Identity
Non-binary gender identity is just one term used to describe individuals who may experience a gender identity that is neither exclusively male or female or is in between or beyond both genders. Non-binary individuals may identify as gender fluid, agender (without gender), third gender, or something else entirely.
Sometimes non-binary people are included in the broad category of transgender people. This represents an evolution as, historically, being transgender was often conceptualized as requiring a movement between binary genders. The notion that transgender people have to be moving towards male or female genders has been both particularly strong and particularly problematic in the medical community. A person's gender identity is their internal sense of themselves as male, female, or alternative gender. Cisgender people are those whose gender identity is the same as the sex they were assigned at birth.
Conversely, transgender is an umbrella term used to describe "the full range of people whose gender identity does not conform to what is typically associated with their sex assigned at birth”.
Gender identity is different from gender role or gender expression. While gender identity is an internal, deeply-rooted sense of self, gender expression is how a person externally expresses their gender identity.
It is important to note that gender expression is how they present themselves and it may or may not correspond to a person's gender identity. Gender role is the collection of behaviours, attitudes, and personality traits that society associates with a particular gender, in a given culture and time.
The notion that men and women are fundamentally different and should behave in very specific ways is sometimes referred to as gender essentialism
Gender is also different from sex and sexual orientation. While sex refers to a person's biology—chromosomal, hormonal, and anatomical—gender is a socially, culturally, and environmentally constructed term.
Sexual orientation refers to a person's interest in people of the same sex, the opposite sex, both sexes, or neither sex. People of any sex can have any gender identity and sexual orientation. The concepts are independent.
The gender binary is the problematic notion that there are only two genders, and all individuals are either male or female. Some might argue that there are only two sexes, so there should only be two genders, but that argument is flawed.
Although we categorize most children into male or female, there is more diversity than that in terms of both sex and gender. The biology of sex is complex. Most people are XX or XY, but some people are XXY or XO.
Therefore, given the wide variety of sexual biology, it should not be surprising that there can also be a wide range of gender identity. Cultures around the world have recognized genders other than male and female throughout history.
It's just that now we are developing an English language vocabulary to describe the spectrum of gender identity we see.
Types of Non-Binary Gender
Non-binary is both a gender identity and a catch-all term to describe gender identities other than strictly male or female. While there are many types of non-binary gender, some are more commonly discussed than others. These include:
- Agender: Having no specific gender identity or having a gender identity that is neutral. Sometimes used interchangeably with gender neutral, genderless, or neutrois.
- Bigender: Having two distinct gender identities or expressions, either simultaneously, at different times, or in different situations.
- Genderfluid: Moving between two or more gender identities or expressions.
- Genderqueer: A catch-all term for individuals with non-binary gender identities.
- Non-Binary: The umbrella term covering all gender identities and expressions outside the gender binary. Also referred to as NB or enby.
- Third Gender: Having a gender identity or expression that is not defined in terms of the binary options (male/female, masculine/feminine). May also be referred to as third sex or other gender.
Guidance for staff on equality and diversity?
- Is there a clear focus on the area of sexuality and personal relationships and how this will be broadly addressed within the children/young people’s Care Placement/Support Plans?
- Are staff clear about the role of school in providing sex education for children/young people?
- Are staff clear about what sex education each young person has received and missed at school?
- What are the arrangements to meet any sex education needs that have not been met at school?
- How do staff approach children/young people and sexuality within situations where ethnicity, culture and /or religion are relevant issues?
- How do staff approach the whole area of sexuality and personal relationships and the issue of gender?
- How do staff feel about addressing sexuality and personal relationships with children/young people?
- What particular issues are raised with respect to addressing children/young people’s sexuality?
- What particular issues are raised with respect to addressing gender based language, referring to male or female pronouns?
- What are the opportunities for helping children/young people deal with their sexuality? (Both formal and informal)
- Is there a presumption of heterosexuality? If the answer is yes, in what ways can this be pro-actively challenged? If no, what are the messages about lesbian, gay and heterosexuality within the home?
- Does homophobia manifest itself and how is this challenged?
- What are the messages children/young people receive with respect to safe sex?
- What resources are available for staff and children/young people to tap into, in order to gain the support, advice and help that they need?
- Which agencies are available to provide advice and support?
- How are relationships with colleagues from other agencies being developed?
- How do staff approach situations with children/young people if they become involved in abusive and/or inappropriate relationships?
Useful Names and Addresses
EASS Helpline
Online contact form
Telephone: 0808 800 0082
Textphone: 0808 800 0084
Monday to Friday, 9am to 7pm
Saturday, 10am to 2pm
Find out about call charges
FREEPOST
Equality Advisory Support Service
FPN6521
Race Relations Employment Advisory Service
14th Floor Cumberland House
200 Broad Street
Birmingham
West Midlands
B15 1TA
Tel: 0121 244 8141
LGBTI+ Support Website in the UK
Stonewall
A Guide for Children and Young People in England
For more information visit crae.org.uk.
The Equality and Human Rights Commission has published guidance on the Equality Act 2010: Equality and Human Rights Commission Website
The Government Equalities Office has published some short guides: GOV.UK Website
The Government Equalities Office has published guidance about making complaints under the Act: Equality Human Rights Commission Website: Advice and Guidance
For advice about equality law and your human rights, contact our You’ve got the Right advice service –
Telephone: 0800 32 88 759
(no charge except from a mobile; textphone users dial 18001 first) 3.30pm to 5.30pm on Tuesdays, Wednesdays and Thursdays;
Email: advice@crae.org.uk
NHS Guide for caring for Non-Binary Children
For more information visit: Think your child might be trans or non-binary?
Governance
The Home/ Deputy Manager is responsible for governing how this policy is implemented into their homes and be able to evidence compliance for any internal or external audits.
Staff have free access to all policies, they are held on Charms.
Policies should be read in conjunction with the homes risk register and any COVID-19 requirements that are in place due to the pandemic.
Last Updated: March 4, 2025
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