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RSE Policy

Relationships and Sex Education Policy

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Prepared By	LMc SENDCO
Authorised By	AGC

Version control
Version Number	Date issued	Author	Update information
1.0	01.09.2021	LMc	First Published Version
1.1	14.3.22	JH	Annual Review Update- Class teachers teach stand alone sex education sessions- not school nurse. Consistent use of the term ‘RSE’ as opposed to interchanging with ‘SRE’.

CONTENTS

1.0 Aims

2.0 Statutory Requirements

3.0 Policy Development

4.0 Definition

5.0 Curriculum

6.0 Delivery of RSE

7.0 Roles and responsibilities

8.0 Parents’ right to withdraw

9.0 Training

10.0 Monitoring arrangements

11.0 Linked policies

Appendix 1: Curriculum map

Appendix 2: By the end of primary school a pupil should know

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

1.0 Aims

Co-op Academy Woodslee considers that Relationships and Sex Education (RSE) is an integral part of the Personal, Social, Health and Economic (PSHE) Education and Citizenship curriculum, and is linked to the Science curriculum. We aim to offer pupils a carefully planned programme on human development, relationships and family life within a safe, comfortable atmosphere with a trusting relationship between teachers and pupils. The programme is set within a moral framework and it is carefully matched to the children’s level of maturity.

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.

The following aims compliment those of the science curriculum in both key stage 1 and 2:

To have the confidence and self-esteem to value themselves and others;
To understand about the range of relationships, including the importance of family for the care and support of children;
To develop confidence in talking, listening and thinking about feelings and relationships;
To be able to use scientific vocabulary to name parts of the body and describe how their bodies work;
To be prepared for puberty;
To understand the consequences of their actions and to behave responsibly within relationships;
To be able to recognise unsafe situations and be able to protect themselves and ask for help and support;
To understand the role the media plays in forming attitudes;
To understand how safe routines can reduce the spread of viruses.

RSE will contribute to promoting the spiritual, moral, cultural, mental and physical development of children at school and within their community, thus preparing them for the responsibilities and experiences of adult life. We work towards this aim in partnership with parents / carers.

2.0 Statutory requirements

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

We do not have to follow the National Curriculum but we are expected to offer all pupils a curriculum that is similar to the National Curriculum, including requirements to teach science, which would include the elements of sex education contained in the science curriculum.

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

At Co-op Academy Woodslee, we teach RSE as set out in this policy.

3.0 Policy Development

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

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

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

3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy;

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

Pupil comments on what they want from RSE lessons:

Y1: I want to learn about lots of things in our world. I want everyone to remember to flush the toilet.
Y2 I want to know how to make friends. I want to know about not getting Covid like my mum.
Y3 I want to know what to do when I break up with friends.
Y4 I want to know what will happen to my body when I grow up.
Y5 I want to know how to be healthy
Y6: To learn about different types relationships; changes in the body as we grow; what is sex?; how to question/discuss your sexuality; emotional changes

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

4.0 Definition

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, 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.

5.0 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.

We teach RSE through different aspects of the curriculum and carry out the main RSE teaching in our PSHE curriculum. We also teach RSE through other subject areas (e.g. science, P.E. and R.E.), where we feel that they contribute significantly to a child’s knowledge and understanding of his or her own body, and how it is changing and developing. Linked with R.E., children reflect on family relationships, different family groups and friendship. They learn about rituals and traditions associated with birth, marriage and death and talk about the emotions involved.

Links to the Science curriculum:

EYFS:

Early Years Foundation Stage children learn about life cycles. Through on-going personal, social and emotional development they develop the skills to form relationships and think about relationships with others.

Key Stage 1

In Key Stage 1, children learn:

That animals, including humans, move, feed, grow and use their senses and reproduce;
To recognise and compare the main external parts of the bodies of humans;
That humans and animals can reproduce offspring and these grow into adults;
To recognise similarities and differences between themselves and others;
To treat others with sensitivity.

Children should be introduced, at appropriate stages, to the correct terminology in their programme of sex education. It is important that acceptable and unacceptable terminology is clarified. After initial discussion, correct biological terms will be used at all times for teaching.

Key Stage 2

In Key Stage 2, children learn:

About the life processes common to humans and other animals including nutrition, growth and reproduction;
About the main stages of the human life cycle: How a baby is conceived and born (Year 6);
In Year 4 and 5 we place a particular emphasis on RSE, as many children experience puberty at this age. We teach the children about the parts of the body and how they work. We also explain what will happen to their bodies during puberty. We encourage the children to ask for help if the need it and there are opportunities for single sex question sessions. Teachers do their best to answer all questions with sensitivity and care.
By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how their bodies change during puberty, what menstruation is, and how it affects women. We always teach these with due regard for the emotional development of the children.

Special Educational Needs

Children with special educational needs will be given the opportunity to fully participate in RSE lessons, and a differentiated programme will be provided where necessary, to ensure that all children gain a full understanding.

For more information about our curriculum, see our curriculum map in Appendix 1 and the PSHE Knowledge Organisers on our school website.

6.0 Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) 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 delivered by class teachers.

Relationship 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).

7.0 Roles and Responsibilities

7.1 The Governing Board

The governing board will approve the RSE policy, and hold the Communication, Language and Literacy team to account for its implementation.

7.2 The Head Teacher

The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from [non-statutory/non-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/non-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.

The Communication, Language and Literacy team are responsible for the RSE curriculum and teaching staff will deliver this curriculum and will respond sensitively to the needs of the children.

Advising Parents / Carers:

Parents / carers will be advised about forthcoming sex education lessons. Further details of the lessons will be provided to parents upon request and they will be invited to view any materials before the lesson.

7.4 Pupils

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

8.0 Parents’ right to withdraw

We build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and cooperation. In order to promote this we:

Inform parents about the school’s RSE policy and practice;
Answer any questions that parents / carers may have about the RSE of their child;
Take seriously any issue that parents / carers raise with teachers or governors about this policy or the arrangements for RSE in the school;
Parents do not have the right to withdraw their children from relationships education. Parents have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE. However, this rarely happens, by working in partnership with parents, they recognise the importance of this aspect of their child’s education.

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

Alternative work will be given to pupils who are withdrawn from sex education. A register of any such pupils will be kept and distributed to all teachers involved.

9.0 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 school will access external services, such as school nurses, to provide support and training to staff teaching RSE.

10. Monitoring Arrangements

The delivery of RSE is monitored by the Communication, Language and Literacy team through:

Lesson visits;
Pupil voice;
Lesson plans;
Knowledge Organisers.

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

This policy will be reviewed by the Communication, Language and Literacy team annually. At every review, the policy will be approved by the governing board.

11.0 Linked Policies

In conjunction with this policy, please also see:

Behaviour policy;
Safeguarding policy;
Anti-bullying policy and procedures;
Science policy;
P.S.H.E policy;
P.E. policy;
R.E. policy

Appendix 1: Curriculum Map

Relationships and sex education curriculum map

Year group	Term	Topic/theme details
Year 1	Autumn	To learn about basic personal hygiene routines and why these are important. To learn about growing, changing and becoming more independent. To learn the correct names for the main parts of the body of boys and girls.
Year 1	Spring	To recognise how other people are feeling. To share their own feelings with others. To learn about different types of behaviour and how this can make others feel. To learn about the importance of not keeping secrets that make them feel uncomfortable, anxious or afraid. To share their views and opinions with others. Bodies and feelings can be hurt. Hurtful teasing and bullying is wrong.
Year 1	Summer	Everybody is unique. The ways we are the same as other people. The people who work in their community. How to get their help, including in an emergency.
Year 2	Autumn	To learn about some of the things that keep our bodies healthy. Making healthy choices To recognise what they are good at and set simple goals. The correct names for the main parts of the body of boys and girls. Rules about keeping safe (in familiar and unfamiliar settings). How to ask for help if they are worried about something. Privacy in different contexts.
Year 2	Spring	Recognise how other people are feeling. Share their own feelings with others. Different types of behaviour and how this can make others feel. Listening to others and playing cooperatively. The importance of respect for differences and similarities between people. Appropriate and inappropriate touch. Bodies and feelings can be hurt. Hurtful teasing and bullying is wrong. What to do if teasing and bullying is happening.
Year 2	Summer	Group and class rules and why they are important Respect the needs of ourselves and others.
Year 3	Autumn	What makes a ‘balanced lifestyle’? Making choices in relation to health. What makes up a balanced diet? Opportunities they have to make their own choices about food. What influences their choices about food? Simple hygiene routines can prevent the spread of bacteria and viruses. A wider range of feelings, both good and not so good. People can experience conflicting feelings at the same time. Describe their feelings to others. Feeling negative pressure and how to manage this.
Year 3	Spring	Keeping safe online. Recognise a wider range of feelings in others. Responding to how others are feeling. What makes a positive, healthy relationship, including friendships? How to maintain good friendships. Actions can affect ourselves and others. The concept of keeping something confidential or secret. When they should or should not agree to keeping a secret. Listen and respond respectfully to a wide range of people. Sharing their points of view. Working collaboratively towards shared goals.
Year 3	Summer	The ways in which rules and laws keep people safe. Take part in making and changing rules. Everyone has human rights (and that children have their own set of human rights). The UN declaration on the Rights of the Child. Resolving differences – agreeing and disagreeing. Information in the media can be misleading
Year 4	Autumn	Images in the media do not necessarily reflect reality. Recognise their achievements and set personal targets for the future. About the kinds of things that happen in life and the feelings associated with this. Changes that happen at puberty. Managing risk in familiar situations and keeping safe.
Year 4	Spring	About the difference between acceptable and unacceptable physical contact. How to respond to unacceptable physical contact. Solving disputes and conflict amongst themselves and their peers. Differences and similarities between people, but understand everyone is equal. What is meant by ‘stereotypes’? Recognise bullying. How to respond and ask for help. Recognise and manage dares. The importance of keeping personal boundaries and the right to privacy.
Year 4	Summer	Anti-social behaviour and how it can affect people. How to get help or support. Responsibilities. rights and duties (home, school and the environment). Being part of a community. Who works with the local community? Appreciate difference and diversity (people living in the UK). The values and customs of people around the world.
Year 5	Autumn	About positive and negative affects health and wellbeing (including mental and emotional health) How to make informed choices that contribute to a ‘balanced lifestyle’. About the benefits of a balanced diet. About different influences on food and diet. About developing skills to help make their own choices about food. How the spread of infection can be prevented. The skills needed in an emergency: • what to do in an emergency • basic emergency aid Changes that happen at puberty. The right they have to protect their body. That female genital mutilation (FGM) is physical abuse and is illegal. About the importance of speaking out about FGM. Strategies for managing personal safety. Strategies for managing personal safety – online. What to consider before sharing pictures of themselves and others online. How to keep safe and well when using a mobile phone.
Year 5	Spring	Habits (in relation to drug, alcohol and tobacco education). About some of the risks and effects of legal and illegal substances (drugs – including medicines, alcohol and tobacco). How to respond appropriately to a wider range of feelings in others. Different types of relationships (friends, families, couples, marriage, civil partnership). About what constitutes a positive, healthy relationship. About the skills to maintain positive relationships. Recognise when a relationship is unhealthy. About committed loving relationships (including marriage and civil partnership). Marriage, arranged marriage and civil partnership is between two people who willingly agree. That to force anyone into marriage (forced marriage) is illegal. The importance of speaking out about forced marriage. About the consequences of their actions on themselves and others. Judging whether physical contact is acceptable or unacceptable and how to respond.
Year 5	Summer	Research, discuss and debate to discuss and debate issues concerning health and wellbeing. Why and how laws are rules and laws are made. How to take part in making and changing rules. About the importance of human rights (and the Rights of the Child). About the UN declaration on the Rights of the Child. Harmful practices (such as FGM and forced marriage) are against British law (illegal) and in contradiction with human rights. Human rights overrule any beliefs, ideas or practices that harm others. Anti-social behaviours can affect wellbeing. How to handle, challenge or respond to anti-social or aggressive behaviours. Different kinds of responsibilities (home, school, community and the environment). Resolving differences, respecting different points of view and making their own decisions. What it means to be a part of a community. About different groups / individuals that support the local community. About the role of voluntary, community and pressure groups. Appreciate the range of national, regional, religious and ethnic identities of people living in the UK.
Year 6	Autumn	How images in the media can distort reality. That this can affect how people feel about themselves. Different ways of achieving and celebrating personal goals. How having high aspirations can support personal achievements. How to further describe the range and intensity of their feelings to others. How to manage complex or conflicting emotions. Independence, increased responsibility and keeping safe. Strategies for managing risk. Different influences on behaviour, including peer pressure and media influence. How to resist unhelpful pressure and ask for help. Human reproduction in the context of the human lifecycle. How a baby is made and how it grows. Roles and responsibilities of parents and carers. That pregnancy can be prevented.
Year 6	Spring	Confidentiality: Times when it is appropriate and necessary to break a confidence. Respectfully listen to others but raise concerns and challenge points of view when necessary. Skills needed in an emergency: What to do in an emergency, Basic emergency aid. Negotiation and compromise strategies to resolve disputes and conflict. Give helpful feedback and support to others. Factors that make people the same or different. Recognise and challenge ‘stereotypes’. The correct use of the terms sex, gender identity and sexual orientation. Discrimination, teasing, bullying and aggressive behaviour and its effect on others. Recognise and manage dares. The importance of keeping personal boundaries and the right to privacy.
Year 6	Summer	The lives, values and customs of people living in other places. How finance plays an important part in people’s lives. Being a critical consumer. What is meant by ‘interest’, ‘loan’, ‘debt’. The importance of looking after money, including managing loans and debts. People pay ‘tax’ to contribute to society. How resources are allocated and the effect this has on individuals, communities and the environment. What it takes to set up an enterprise. What enterprise means for work and society. To be critical of what they see and read in the media. Critically consider information they choose to forward to others.

Appendix 2: By the end of Key Stage 2 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. · 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-worth 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. · 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

Include notes from discussions with parents and agreed actions taken.

E.g.: Joe Bloggs will be taking part in all relationships lessons and during the sex education lessons, he will be working independently on a project in the Year 5 classroom