Stoke Primary School
 

Relationships and Sex

Education Policy

Date Reviewed by Governors

Date of Next Review

Appendix 1 - Christopher Winter Project ‘Teaching SRE with Confidence’ scheme content.

Appendix 2- PSHE and RSE curriculum map.

New policy adopted after consultation Spring 2021

Name of RSE Coordinator: 

Contents

1. Values, aims and objectives.

2. Statutory requirements

3. Policy development

4. Definition

5. Delivery of RSE

6. Curriculum

6a. Dealing with questions

7. Roles and responsibilities

8. Parents’ right to withdraw

9. Training

10. Monitoring and evaluating

Our RSE curriculum is based upon the values which underpin the work that we do.

Our Values- how we will act and behave.

1. Values, aims and objectives:

At Stoke Primary School we value the many different cultures, and religions that make us a diverse multicultural school. RSE is taught in a way which is complementary to the wider ethos, values, and principles of Stoke Primary.

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. All teaching will be age appropriate and focus on friendship, family relationships and relationships with other children and with adults.

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.

The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools.

At Stoke Primary School we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, governors, pupils, and parents.

The consultation and policy development process involved the following steps:

1. Review – the PSHE lead and AHT pulled together all relevant information including national and local guidance.

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

3. Parent consultation – parents were given the opportunity to read the policy and then fill in an online survey about the  RSE curriculum.

4. Ratification – once amendments were made; the policy was shared with governors and ratified.

4. Definition

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

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

There is often concern that RSE will encourage sexual experimentation however evidence shows that those who receive effective RSE at school are more likely to delay first sexual activity and to use contraception.

RSE is not about the promotion of sexual activity.

5. Delivery of RSE

The personal beliefs and attitudes of teachers will not influence the teaching of RSE. A balanced and non-judgmental approach will be taken. Teachers, and all those contributing to RSE will work to the agreed values within this policy.

Delivery of formal RSE is the responsibility of all staff, led by the RSE subject leader. However, we recognise that it is good practice to include outside agencies in the delivery where appropriate. Any supporting agencies deemed appropriate by the RSE subject leader, work within the school’s RSE policy always, including our values framework and confidentiality protocols.  

• Work in partnership with school staff, using a partnership agreement.
• Enhance the learning experience for our students e.g., specialist health knowledge.

Across all Key Stages, pupils will be supported with developing the following skills:

• Communication, including how to manage changing relationships and emotions.
• Recognising and assessing potential risks.
• Assertiveness.
• Seeking help and support when required.
• Informed decision-making.
• Self-respect and empathy for others.
• Recognising and maximising a healthy lifestyle.
• Managing conflict.

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation (action of describing or regarding someone or something as worthy of disgrace or great disapproval) of children based on their home circumstances along with reflecting sensitively that some children may have a different structure of support around them.

There are many different faith and cultural perspectives on aspects of RSE. As a diverse multicultural school, we will deliver RSE in a factual, non-judgmental way ensuring that teachers do not promote one faith or cultural viewpoint but rather provide a balanced approach that acknowledges the wealth of views and opinions of our community and teaches tolerance. Parents and carers can then contextualise the learning within their own faith and values framework in their discussions with children following teacher-led sessions. We will use a range of materials and resources that reflect our cultural diversity and encourage inclusiveness.

A range of different families and relationships will be explored within RSE. All children whatever their developing sexuality or family background need to feel that RSE is relevant to them and sensitive to their needs.

The RSE programme is based on the needs of the children in the school with learning outcomes appropriate to pupils’ age, ability, and level of maturity. The curriculum will be firmly embedded within the broader PSHE, Citizenship, and Science curricula. Pupils will be helped to understand difference and to respect themselves and others.

6. The Curriculum

RSE is taught in conjunction with the personal, social and health education (PSHE) curriculum.

Pupils may also receive further educational sessions 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

Within RSE children will develop confidence in talking, listening, and thinking about sex and relationships. To achieve this several teaching strategies will be used, including:

• Establishing ground rules with pupils.
• Using ‘distancing’ techniques (e.g. Case studies).
• The provision of a ‘question box’ for pupils to writ questions that they feel they could not ask in the lesson or that might occur as they reflect.
• Dealing with children’s questions in an appropriate manner.
• Using discussion and appropriate materials; and role play.
• Encouraging reflection.

RSE will be delivered during the summer term – parents/carers will be informed of the exact dates by letter prior to delivery. RSE will be taught in each year group throughout the school. The curriculum we deliver is progressive, building the children’s knowledge, understanding and skills year on year.

In some year groups some elements of RSE are delivered through Science national curriculum:

Year 2

Pupils should be taught to:

• Notice that animals, including humans, have offspring which grow into adults.
• Describe the importance for humans of…..hygiene.

Year 5

Pupils should be taught to:

• Describe the changes as humans develop to old age.

In addition to the Science curriculum, we use two schemes called ‘Teaching SRE with Confidence’ the Christopher Winter Project and Protective Behaviours to deliver our RSE. The schemes are strengthened by use of video resources and storybooks.

The schemes provide a gentle introduction to some key RSE themes in Reception, Year 1, 2 and 3. Children are introduced to age-appropriate technical terms related to different parts of the body to ensure that they understand a common language throughout school. They also look at differences between boys and girls, families, and hygiene. From year 4 we start to teach about puberty as some children may start to experience some of the physical or emotional changes. This learning is built upon in years 5 and 6.

More details on the lesson content for each year group is given in appendix 1.

Curriculum map appendix 2

6a Dealing with questions

As with any topic children will ask questions during RSE to further their understanding. Due to the sensitive nature of the topic teachers will employ strategies to ensure that questions are asked and answered in an appropriate way. Using ground rules at the start of sessions children will be reminded that personal questions are not appropriate. They will also be introduced to the ‘question box’. Teachers will explain that if a pupil has a question, they are to write it down and put it into the question box. This allows the teacher time to ensure questions are answered in an appropriate and factual way with reference to the age and maturity of the class. Teachers may feel that it is not appropriate to answer some questions in front of the whole group – the question will then be addressed on an individual basis with the pupil and in some cases with parents/carers. All staff will be mindful of their safeguarding role and will follow the relevant school procedures if a question raises concerns of this nature.

Teachers will use the following strategies to deal with unexpected questions:

• If a question is personal, the teacher will remind pupils of the ground rules and may refer the pupil to other agencies, such as, a counsellor, school nurse, help line etc.
• If the teacher does not know the answer to a question, the teacher will acknowledge this and may research the question later.
• If the question is too explicit, is outside set parameters, is inappropriate in a whole class setting or raises concerns about sexual abuse the teacher should acknowledge it and promise to attend to it on an individual basis.
• Teachers understand that children in their Year will group will possess a varying degree of knowledge and understanding, therefore will ensure the class is a safe space for questions even if a child thinks that everyone else will know the answer.

Sometimes children may ask questions about issues that are not part of the planned programme, this may show that the taught curriculum is not meeting their needs. This will be fed back to the Coordinator as part of the evaluation and monitoring process.

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.

The governing board has delegated the approval of this policy to the headteacher.

7.2 The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school and statutory guidelines are followed.

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

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. Class teachers will be responsible for teaching RSE in our school.

7.4 Pupils

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

7.5 Confidentiality

Everyone involved in RSE will be clear about the boundaries of their legal and professional roles and responsibilities. Teachers cannot offer or guarantee unconditional confidentiality. Teachers will discuss confidentiality with pupils and parents, making it clear that teachers cannot offer unconditional confidentiality. Teachers will reassure pupils that if confidentiality has to be broken, they will be informed first and then supported as appropriate.

8. Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education. At Stoke Primary we do not teach non-statutory / non-science components of sex education with RSE. Parents/Carers who have concerns about the of teaching RSE are encouraged to discuss this with the teacher.

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 may 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 and Evaluating.

Teaching and learning in RSE will be monitored through lesson observations, pupil discussions and work scrutinise. Feedback may be given to staff individually and the information collected used to identify specific and more general professional development needs.

Regular evaluation of the PSHE programme, including RSE, will be done by the children and the staff involved and this will inform future practice.

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