The purpose of this task is to critically analyse the importance of inclusive leadership in Early Years environments by examining the obstacles and possibilities that may have an impact on the role of an inclusive leader as well as the consequences this may have on children, their families, practitioners and the wider community. 

 Inclusive leadership is a leadership approach that values and embraces diversity, equity, and inclusion. It involves creating an environment where all individuals feel valued, respected, and included, regardless of their background, abilities, or characteristics. Inclusive leaders recognise and appreciate the unique perspectives and contributions of each individual and work to create a culture of belonging where everyone cans thrive. Booysen (2014) argues that inclusive leadership is critical for promoting diversity and organisational change. Inclusive leadership involves actively seeking out and listening to diverse perspectives, promoting equity and fairness, and creating opportunities for all individuals to participate and contribute. It also involves modelling inclusive behaviours and attitudes as well as holding others accountable for doing the same. Inclusive leadership is essential for creating a more equitable and just society where everyone has the opportunities to succeed (Ferdman, 2014). 
 
The scenario to be discussed relates to a 5-year-old girl named Lily. Lily lives with her father who has full parental responsibility over her. Her father, who has been assessed as capable of caring for Lily alone after overcoming addiction. Although Lily performs well academically in school, she tends to keep to herself and does not socialise much with other children. Lilys father also appears to be shy and does not interact with the other parents at the school yard when collecting the children. He also does not attend parent-teacher meetings and does not communicate with teachers well. 

As a result of the father’s history of substance misuse, a variety of multi and outside agencies will be involved to ensure the needs of Lily are being met and to support the father’s parenting and recovery (NSPCC, 2023). Multi-agency working is key to the effective safeguarding and protection of children (Sidebotham et al, 2016).  

It was made apparent that Lilys father was not attending parent-teacher meetings and did not effectively communicate with Lilys teachers The father may be hesitant to engage in conversations with practitioners and may not attend parent-teacher meetings. However,  according to a study by O'Brien and colleagues (2019), fathers may avoid engaging with practitioners due to a lack of trust in the system and a fear of being judged or misunderstood. Similarly, a study conducted by Hearn and colleagues (2018) found that fathers may feel excluded from the decision-making process and may not see the value in attending parent-teacher meetings. Moreover, a study completed by Knoester and colleagues (2012) found that fathers who have experienced past trauma or adversity may be hesitant to engage with practitioners due to feelings of shame or guilt. These feelings may be compounded by the involvement of social workers, who may be seen as a symbol of authority and control. It is important for practitioners to be aware of these potential barriers to engagement and to work collaboratively with fathers to build trust and establish a positive working relationship. This can involve actively listening to fathers' concerns, providing clear and transparent information about the situation, and involving fathers in decision-making about their children's care. By working together in a respectful and collaborative manner, practitioners can help fathers feel more empowered and engaged in the process, which can ultimately lead to better outcomes for children and families.

Furthermore, fathers may have concerns about power dynamics in their relationship with social workers. As noted by Ferguson et al. (2021), many parents' interactions with social workers are involuntary, and the power that social workers hold to intervene in order to protect children can create anxiety for fathers. They may worry that they could say or do something that could be perceived as unsuitable, leading to further intervention from the social worker. Additionally, many parents perceive social workers as having power over them rather than being there to support them, which can leave them feeling powerless and feel as though they do not have a voice in decision-making for their children, in turn leaving parents conflicted in regards to communication with other systems of support such as schools as well as other outside agencies (Lipsky, 2010). It is important for social workers to be aware of these concerns and to work collectively with the father to build trust and establish a positive working relationship. This can involve actively listening to fathers' concerns, providing clear and transparent information about the social work process, and involving fathers in decision-making about their children's care.

In order to prevent adverse childhood experiences for children and keep families together, it is important for services and parents to work together and support each other. The Welsh Government (2019) emphasises the need for collaboration and listening to families in order to achieve this goal. Ferdman et al (2021) also suggest that services should create a sense of safety and allow individuals to have a voice, which can promote inclusion and engagement.
Similarly, Social Care Wales (2020) highlights the importance of understanding that most parents want the best for their children and should be trusted. However, Cottle and Alexander (2014) suggest that practitioners may be judgmental of parents and label them as problem families based on their lifestyles or socio-economic status. This can create a barrier to engagement and prevent parents from feeling comfortable communicating with practitioners. 

Moreover, parents may be perceived as irresponsible or inadequate if they do not wish to engage with practitioners. It is important for practitioners to be made aware of these potential biases and to work collaboratively with parents to build trust and establish a positive working relationship. This can involve actively listening to parents' concerns, providing clear and transparent information about the situation, and involving parents in decision-making about their children's care. By working together respectfully and in a collaborative manner, practitioners can help parents feel more empowered and engaged in the process, which can ultimately lead to better outcomes for children and families.

Parents who are recovering from addiction face a challenging and lengthy process of sustaining change. However, lack of adequate support and negative emotions as well as  the belief that they are not considered a 'normal' part of society can all contribute to a potential relapse and which again will affect the child's wellbeing. This can also hinder inclusion and prevent parents from collaborating with schools. To address these issues, practitioners must receive appropriate training in parental engagement and inclusion, and social workers must have the ability to listen to parents with supportive power (Ferdman, 2014; Ward, Brown, & Hyde-Dryden, 2014; Education Scotland, 2019). Moreover, training can enhance practitioners' ability to engage with parents and provide them with a sense of belongingness. This can involve actively listening to parents' concerns, providing clear and transparent information about the educational process, and involving parents in decision-making about their children's education. By building positive relationships with parents, practitioners can help prevent relapse and promote better outcomes for children and families.

In the given scenario, the father is not invited into conversations by other parents, which may be due to stigmatisation. As a single parent, of low socioeconomic status, and recovering from a substance misuse addiction, the father may face stereotyping, leading to low self-esteem and difficulty seeking help (Bradsley, 2013). Moreover, there is a common perception that young, disadvantaged fathers are less likely to have financial security to provide for their children and do not devote themselves to their child's well-being, leading to negative opinions by parents at the school (Berger & Langton, 2011). This is further supported by Weed and Nicholson (2015), who suggest that young fathers are often portrayed as violent and criminal, while young mothers are portrayed as vulnerable and alone, leading to the social exclusion of fathers. Furthermore, Fletcher (2019) notes that school collection points are often female-dominated, which may make male figures feel suspicious and isolated, prohibiting a sense of belongingness within the environment. To address these issues, schools must actively work to create a welcoming and inclusive environment for all parents, regardless of their background or circumstances. This can involve providing clear and transparent information about the educational process, actively listening to parents' concerns, and involving them in decision-making about their children's education.


According to research, individuals who claim benefits and are of low socioeconomic status are often subject to devaluing views and opinions, particularly if they are considered undeserving of claiming (Burchardt, Hills, & Provan, 2016; Greiger, 2016). In the given scenario, the father may be judged as undeserving of equity due to his past addictions (Ferdman, Prime, & Riggio, 2021). Moreover, negative stigmatisation can affect the whole family, resulting in emotional and social distress (Park & Park, 2014). This could be a reason why Lily is timid in school and does not often mix with her peers. To address these issues, schools must work to create a supportive and inclusive environment for all families, regardless of their background or circumstances. This can involve providing clear and transparent information about the educational process, actively listening to parents' concerns, and involving them in decision-making about their children's education. By building positive relationships with families, schools can help reduce stigma and promote better outcomes for children and families.


Research suggests that children from low-socioeconomic families are more likely to experience social exclusion, shame, and embarrassment (Duncan & Murnane, 2014). This is further supported by Lareau (2011), who notes that children from low-income homes may not have access to the same resources and opportunities as their peers, leading to feelings of inferiority and exclusion. Moreover, household income is a significant factor in determining the wellbeing of children, with those raised in low-income homes more likely to experience negative health and wellbeing, impacting their happiness and life satisfaction (Marmot, 2015). Children from low-income homes may also experience loneliness and poor sleep due to their inability to participate in activities with other children and worries about their life circumstances, highlighting the need for interventions to support these children (Duncan & Murnane, 2014). To tackle these challenges, schools must work to create a supportive and inclusive environment for all children, regardless of their socioeconomic background. This can involve providing access to resources and opportunities, such as after-school programs and extracurricular activities, and promoting a culture of inclusivity and respect within the school community (Lareau, 2011).

The importance of health and wellbeing during the early years of life is emphasised by the Early Years Foundation Stage (EYFS) framework in the UK, which highlights the need to provide a safe and nurturing environment that supports children's physical, emotional, and social development (Department for Education, 2017). Correspondingly, children from low-socioeconomic homes who experience social exclusion are less likely to reach their full potential in the future and are at a higher risk of unemployment, low income, and social exclusion as adults, as highlighted by the UK government's Social Mobility Commission (2017). The UK government's policy on breakfast clubs in schools aims to provide children with a healthy breakfast and a safe and supportive environment to start their day, which can have positive effects on their academic performance, attendance, and social interactions (Department for Education, 2018). Therefore, practitioners should recommend and encourage the father to allow Lily to attend the breakfast club within the school, which aligns with the government's policy on promoting healthy eating and social inclusion in schools.


Research suggests that children from low-socioeconomic families are more likely to experience social exclusion, shame, and embarrassment (Duncan & Murnane, 2014). This is further supported by Lareau (2011), who notes that children from low-income homes may not have access to the same resources and opportunities as their peers, leading to feelings of inferiority and exclusion. Moreover, household income is a significant factor in determining the wellbeing of children, with those raised in low-income homes more likely to experience negative health and wellbeing, impacting their happiness and life satisfaction (Marmot, 2015). Children from low-income homes may also experience loneliness and poor sleep due to their inability to participate in activities with other children and worries about their life circumstances, highlighting the need for interventions to support these children (Duncan & Murnane, 2014). It is important for schools  to create a supportive and inclusive environment for all children, regardless of their socioeconomic background. This can involve providing access to resources and opportunities, such as after-school programs and extracurricular activities, and promoting a culture of inclusivity and respect within the school community (Lareau, 2011). By prioritizing the needs of all children, schools can help reduce social exclusion and promote better outcomes for children and families.

In addition, involving parents in school activities can also promote social inclusion and positive wellbeing for children and families. Welham (2015) suggests that schools and practitioners could organize parent evenings or events in local areas where parents feel comfortable, or involve the local community, such as sports teams, to encourage fathers to attend. This could be a positive initiative to involve and include the father in the scenario. Correspondingly, involving parents as resources and support bases for volunteer work within the school can encourage parental involvement and promote inclusion (National Association for the Education of Young Children, 2019). Practitioners should encourage the father to participate in school activities to demonstrate skills that may encourage other parents to cease social exclusion and instill new ways of behaving, interacting, and thinking, thus becoming more inclusive (Ferdman, Prime, and Riggio, 2021).Similarly, many schools offer parenting skill classes to promote adult learning and advice from local parenting groups. Newport Academy (2019) suggests that parenting support groups allow parents to communicate with others in similar situations in a non-judgmental environment, thus receiving support and a sense of belongingness. Additionally, joining groups for fathers provides a supportive atmosphere, providing social interaction, opportunities to develop friendships, and gain support when parenting issues are raised and shared in understanding communities (Kilgore, 2019). Practitioners could ensure that parents are provided with the information needed about joining local groups. By involving parents in school activities and promoting parenting support groups, schools can enhance social inclusion and positive wellbeing for children and families.

To conclude, there are several opportunities for practitioners to promote inclusivity in the  scenario. Practitioners can take a range of  steps to ensure that Lily and her father feel a sense of belonging within the school, local and wider community, and are not subjected to any form of social exclusion. However, this will require practitioners to possess the required skills and knowledge to provide inclusive leadership, which can be acquired through ongoing  professional development.


Section 2
This section will critique and the  New Curriculum for Wales (Welsh Government, 2020) policy  to analyse if it enables inclusive leadership in Early Years provision. 
In education, policy can be defined as a set of principles, guidelines, and rules that are established by a government, educational institution, or organisation to guide decision-making and action related to education. Education policies can cover a wide range of areas, including curriculum development, teacher training, assessment, funding, and school governance. These policies are intended to provide a framework for consistent and effective decision-making in education and to ensure that all students have access to high-quality education. Education policies can be influenced by a variety of factors, including political ideology, research evidence, and public opinion (Levin B,2013).

Inclusive practice is a crucial aspect of the new Welsh curriculum. It is a concept that aims to ensure that all learners, regardless of their background, abilities, or needs, are provided with equal opportunities to learn and succeed (Welsh Government, 2015). The  curriculum is designed to enable inclusive practice in schools across Wales. The curriculum is based on four purposes, which are designed to ensure that learners become successful individuals, confident individuals, responsible citizens, and ambitious learners. This essay will explore how the new Welsh curriculum enables inclusive practice in schools, with a focus on the four purposes and the principles that underpin the curriculum.

Inclusive practice is a fundamental principle of the new Welsh curriculum. It is based on the belief that every learner has the right to access high-quality education and achieve their full potential. Inclusive practice involves creating a learning environment that is welcoming, supportive, and responsive to the diverse needs of learners. It requires teachers to be aware of the individual needs of their learners and to adapt their teaching methods accordingly (Equality and Human Rights Commission, 2018). According to the Welsh Government (2017), Early Years settings take into consideration the impact of activities on children and their families by implementing an equality policy. This policy is designed to address issues related to culture and disadvantaged families. It is a micro policy that aims to ensure that all children and families are treated fairly and have equal access to high-quality education and support. By implementing this policy, Early Years settings can create a more inclusive and supportive learning environment for all children and families.

One of the key aspects of inclusive practice in the new Welsh curriculum is the focus on developing learners' skills and competencies. The curriculum aims to provide learners with the knowledge, skills, and attitudes they need to succeed in the 21st century. For example, the new curriculum emphasises the importance of digital literacy, critical thinking, and problem-solving skills. By developing these skills, learners are better equipped to navigate the challenges of the modern world (UNESCO, 2017).

Another important aspect of inclusive practice is the recognition of the diverse needs of learners. The new curriculum acknowledges that learners have different learning styles, abilities, and needs. It encourages teachers to use a range of teaching methods and resources to cater to these differences. For example, teachers can use visual aids, group work, and differentiated instruction to ensure that all learners are engaged and supported (Welsh Government, 2020). Inclusive practice also involves creating a safe and supportive learning environment. The new curriculum emphasises the importance of promoting positive relationships and wellbeing. It encourages teachers to create a culture of respect, kindness, and empathy in the classroom. For example, teachers can use restorative practices to resolve conflicts and build positive relationships between learners (Welsh Government, 2015).

Inclusive practice is a crucial aspect of the new Welsh curriculum. It is based on the belief that every learner has the right to access high-quality education and achieve their full potential. Inclusive practice involves creating a learning environment that is welcoming, supportive, and responsive to the diverse needs of learners. It requires teachers to be aware of the individual needs of their learners and to adapt their teaching methods accordingly. By implementing inclusive practice in the new Welsh curriculum, we can ensure that all learners have equal opportunities to learn and succeed.