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Criftins Church of England Primary School

RSE Policy

Relationships and sex education policy

Mere’s Edge Federation

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

Provide a framework in which sensitive discussions can take place
Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
Help pupils develop feelings of self-respect, confidence and empathy
Create a positive culture around issues of sexuality and relationships
Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At Mere’s Edge Federation we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:

Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance

Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

Parent/stakeholder consultation – parents and any interested parties were invited to comment and feedback on the policy

Pupil consultation – we investigated what exactly pupils want from their RSE

Ratification – once amendments were made, the policy was shared with governors and ratified

4. Definition

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

RSE is not about the promotion of sexual activity.

5. Curriculum

Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.

Primary sex education will focus on:

Preparing boys and girls for the changes that adolescence brings
How a baby is conceived and born

For more information about our curriculum, see our curriculum map in Appendix 1.

6. Delivery of RSE

RSE is taught within the Relationships, social, health and economic (RSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

Pupils also receive stand-alone sex education sessions (year 6) delivered by a trained health professional.

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

Families and people who care for me
Caring friendships
Respectful relationships
Online relationships
Being safe

For more information about our RSE curriculum, see Appendices 1 and 2.

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).

7. Roles and responsibilities

7.1 The governing board

The governing board will approve the RSE policy, and hold the headteacher to account for its implementation.

7.2 The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory science components of RSE (see section 8).

7.3 Staff

Staff are responsible for:

Delivering RSE in a sensitive way
Modelling positive attitudes to RSE
Monitoring progress
Responding to the needs of individual pupils
Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory science components of RSE

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

7.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

8. Parents’ right to withdraw

Parents have the right to withdraw their children from the non-statutory science components of sex education within RSE.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

Alternative work will be given to pupils who are withdrawn from sex education.

9. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

10. Monitoring arrangements

The delivery of RSE is monitored by Anna Careless-Jones through:

Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.

We ensure that RSHE has a central place within our curriculum by having:

A developmental and responsive programme at the centre of the school curriculum, providing opportunities to teach concepts, knowledge, language, strategies and skills that enrich the wider curriculum.
An experienced, central co-ordinator with a genuine passion for the subject in their school..
A senior leadership committed to monitoring the quality of RSE teaching with the same rigour and expectations as other subjects.
Active involvement from members of the senior leadership team in teaching RSE.
RSE education built around clear learning objectives and expected learning outcomes.
RSE education treated with the same regard as other subjects on the school’s curriculum.
Scope for flexibility and creativity to change the direction of lessons in response to pupil need.
Active involvement of governing bodies.

This policy will be reviewed by

At every review, the policy will be approved by

Appendix 1: Curriculum map

Relationships and sex education curriculum map

Year group	Term/Focus	Topic/theme details	Resources
	Autumn – whole school focus
Year One	Families	Families are important for love, security and stability Characteristics of healthy family ,life – commitment, time together, sharing Families look different but are all characterised by love and care (STONEWALL) Stable, caring relationships – happy families Marriage is Between 2 people, ,legally recognised and intended to be life long How to recognise and seek help if family relationships are making them feel unhappy or unsafe
Year two	Caring friendships	Friendships are important to make us feel happy and secure Characteristics of friendships Healthy friendships are positive and welcoming Friendships have ups and downs How to recognise who to trust and who not to trust, managing conflict
Year Three	Respectful relationships	Importance of respecting others even if they are different Practical steps to improve respectful relationships Conventions of courtesy and manners Importance of self respect Different types of bullying inc cyber bullying, impact of bullying and responsibilities of bystanders
Year Four	Respectful relationships	Importance of respecting others even if they are different Practical steps to improve respectful relationships Conventions of courtesy and manners Importance of self respect Different types of bullying inc cyber bullying, impact of bullying and responsibilities of bystanders What a stereotype is and how they can be unfair and negative Importance of permission seeking and giving in relationships
Year five	Online relationships	That people sometimes behave differently online, inc pretending to be someone they are not That the same principles apply on line as face to face Rules and principles for keeping safe on line, recognise risks How to critically consider an online friendship How information is used and shared online
Year six	Being safe and independent	What sort of boundaries are appropriate Concept of privacy inc that it is not always right to keep a secret of they relate to safety That each persons body belongs to them, appropriate and inappropriate contact How to respond appropriately and safely to adults whom they do not know How to recognise and report feelings of being unsafe or feeling bad How to ask for help/advice from others and continue to ask until they are heard How to report concerns or abuse and the vocab needed Where to get advice and support from
Year five	Spring Term Changing adolescent body First aid	Key facts about puberty – esp from age of 9 to 11 – both physical and emotional changes About menstrual well being and key facts about the menstrual cycle How to make a clear and efficient call to emergency services Concepts of basic first aid – common injuries including head injuries

Year six

Spring Term

Changing adolescent body

Drugs, alcohol and tobacco

Key facts about puberty – esp from age of 9 to 11 – both physical and emotional changes
About menstrual well being and key facts about the menstrual cycle
Facts about legal and illegal substances and associated risks

Appendix 2: By the end of primary school pupils should know

Topic	Pupils should know
Families and people who care about me	That families are important for children growing up because they can give love, security and stability The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
Caring friendships	How important friendships are in making us feel happy and secure, and how people choose and make friends The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
Respectful relationships	The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs Practical steps they can take in a range of different contexts to improve or support respectful relationships The conventions of courtesy and manners The importance of self-respect and how this links to their own happiness That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help What a stereotype is, and how stereotypes can be unfair, negative or destructive The importance of permission-seeking and giving in relationships with friends, peers and adults
Online relationships	That people sometimes behave differently online, including by pretending to be someone they are not That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met How information and data is shared and used online
Being safe	What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know How to recognise and report feelings of being unsafe or feeling bad about any adult How to ask for advice or help for themselves or others, and to keep trying until they are heard How to report concerns or abuse, and the vocabulary and confidence needed to do so Where to get advice e.g. family, school and/or other sources

Appendix 3: Parent form: withdrawal from sex education within RSE

To be completed by parents
Name of child		Class
Name of parent		Date
Reason for withdrawing from sex education within relationships and sex education

Any other information you would like the school to consider

Parent signature

To be completed by the school
Agreed actions from discussion with parents

RSE Policy

Appendix 1: Curriculum map

Appendix 2: By the end of primary school pupils should know

Appendix 3: Parent form: withdrawal from sex education within RSE

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