Relationships and Sex Education (RSE) Policy

Date of policy:        1.9.2020              

Reviewed:  17.9.2023  by Nick Davenport (PSHCE Lead)      

Coop Academy Brownhill takes its responsibility to provide relevant, effective and responsible RSE to all of its pupils as part of the school’s personal, social, health, economic (PSHE) education curriculum very seriously. The school wants parents/carers and pupils to feel assured that RSE will be delivered at a level appropriate to both the age and development of pupils, and safe to voice opinions and concerns relating to the RSE provision.

1. Context – why RSE is important

We are required to teach Relationships Education and health Education as part of our PSHE curriculum. Current regulations and guidance from the Department for Education (DfE) state that from September 2020, all schools must deliver Relationships Education and Health Education. High quality Relationships Education, Health Education and RSE help create a safe school community in which our pupils can grow, learn and develop positive, healthy behaviour for life.

It is essential for the following reasons:

• RSE plays a vital part in meeting the schools’ safeguarding obligations as outlined in the updated Keeping children safe in education – Statutory guidance for schools and colleges (September 2019) .
• The DfE 2019 statutory guidance states that, from September 2020, all schools providing primary education, including all-through schools and middle schools must teach Relationships Education.  
• Children have a right to good quality education, as set out in the United Nations Convention on the Rights of the Child. 
• Children want to be prepared for the physical and emotional changes they undergo at puberty, and young people want to learn about relationships. Older pupils frequently say that Relationships and Sex Education was ‘too little, too late and too biological’. Ofsted reinforced this in their 2013 ‘Not Yet Good Enough report.’ 
• Ofsted is clear that schools must have a preventative programme that enables pupils to learn about safety and risks in relationships.

• National Curriculum: RSE plays an important part in fulfilling the statutory duties the school has to meet  as section 2 of the National Curriculum framework (DfE, 2013) states
• The Department of Health set out its ambition for all children to receive high quality Relationships and Sex Education in the Sexual Health Improvement Framework (2013), while the Department for Education’s paper, The Importance of Teaching (2010) highlighted that ‘Children need high quality Relationships and Sex Education so they can make wise and informed choices’ (p.46).

• These duties are set out in the 2002 Education Act and the 2010 Academies Act. Whole school (Section 5) Ofsted inspections consider the extent to which a school provides such a curriculum.
• Schools maintain a statutory obligation under the Children Act (2004) to promote their pupils’ emotional wellbeing, and improving their ability to achieve in school and under the Education Act (1996) to prepare children for the challenges, opportunities and responsibilities of adult life. A comprehensive RSE programme can have a positive impact on pupils’ health and wellbeing and their ability to achieve, and can play a crucial part in meeting these obligations.

2. Development process 

This policy was produced by Beverly Blanchfield (Headteacher), Nick Davenport (PSHCE Lead) in conjunction with the Leeds Health & Well Being Team

From September 2020, the law requires primary schools to consult on their Relationships Education policy. Any primary school choosing to teach Sex Education – which is recommended by the Department for Education but not required by the law – must have a policy on this as well and should consult parents on it.

Consultation must be carried out when the policy is formed and subsequently whenever it is updated. The Department for Education recommends that schools engage with parents on these policies on a regular basis, as the parent body does not remain static and the programme may need to be adapted to meet new needs and ensure continuous improvement. Schools will want to consider this and develop an approach that is proportionate to their needs.

Parents/carers were consulted through the school website, a survey in parent mail and through the weekly newsletter.  Further, parents are consulted annually and all resources and vocabulary is shared at a parents RSE consultation run by BigTalk education RSE providers. Teaching and non-teaching staff were consulted through staff meeting and CPD /training, and pupils were consulted through the student council. Governors were consulted through discussion of draft policy at initial and subsequent governors meetings. This policy has been approved and adopted by the head teacher and governing body. The member of staff responsible for overseeing and reviewing this policy is: Nick Davenport (PSHCE Lead) It will be reviewed briefly annually and in full every 2 – 3 years.

We are committed to the ongoing development of RSE in our school.

We will use the following indicators to monitor and evaluate progress:

• a coordinated and consistent approach to curriculum delivery has been adopted,
• the content of the RSE curriculum is flexible and responsive to pupils’ differing needs e.g. through the use of pupil perception data such as the My Health My School Survey
• children are receiving an entitlement curriculum for Relationships Education in line with DfE national statutory guidance and local guidance
• children are receiving an entitlement curriculum for Sex Education in line with national and local guidance
• there are clearly identified learning objectives for all RSE activities and pupils’ learning is assessed using small stakes quizzes against the knowledge mats for PSHCE (formative assessment) but also summative by assessing against to the ‘I can’ statements in reports.
• opportunities for cross-curricular approaches are being used where appropriate
• policy and practice is revised regularly and involves staff, governors, parents/carers and pupils
• opportunities are provided for parents/carers and members of our community to consider the purpose and nature of our RSE, for example, through parent/carer information sessions/workshops from third party visitors
• a variety of methods are employed to communicate the key points of the policy and curriculum to the community e.g. through the school website / newsletter

3. Location and dissemination

This policy document is freely available on request to the whole school community. The policy is referred to in the school prospectus as well as in relevant areas of the curriculum. A copy of the policy can be found on the school website. A physical copy of the policy is available free of charge from the school office.

4. Relationship to other policies

This policy supports/complements the following policies:

• Attendance (in particular in relation to FGM)
• Behaviour
• Child Protection/Safeguarding Children (including FGM)
• Equal Opportunities
• E-safety/IT
• First Aid
• Health & Safety
• Science
• SEN/Inclusion
• Teaching and Learning

Documents that inform the school’s RSE Policy include:

• Education Act (1996)
• Learning and Skills Act (2000)
• Education and Inspections Act (2006)
• Equality Act (2010)
• Supplementary Guidance SRE for the 21st Century (2014)
• Children and Social Work Act (2017)
•  DfE: Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers (2019)
• Keeping children safe in education – statutory safeguarding guidance (2020)
• United Nations Convention on the Rights of the Child

5. Definition

Relationships and Sex Education is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. Some aspects are taught in science, and others are taught as part of personal, social, health and economic education (PSHE).

A comprehensive programme of RSE provides accurate information about the body, reproduction, sex, and sexual health. It also gives children and young people essential skills for building positive, enjoyable, respectful and non-exploitative relationships and staying safe both on and offline.

6. The principles of high quality RSE in our school

Relationships and Sex Education:

• is a partnership between home and school
• ensures pupils’ views are actively sought to influence lesson planning and teaching
• starts early and is relevant to pupils at each stage in their development and maturity
• is taught by people who are trained and confident in talking about issues such as healthy and unhealthy relationships, equality, pleasure, respect, abuse, sexuality, gender identity, sex and consent  
• includes the acquisition of knowledge, the development of life skills and respectful attitudes and values
• has sufficient time to cover a wide range of topics, with a strong emphasis on relationships, consent, rights, responsibilities to others, negotiation and communication skills, and accessing services
• helps pupils understand on and offline safety, consent, violence and exploitation
• is both medically and factually correct and treats sex as a normal and pleasurable fact of life
• is inclusive of difference: gender identity, sexual orientation, special educational needs and disability, ethnicity, culture, age, faith or belief, or other life experience
• uses active learning methods, and is rigorously planned, assessed and evaluated
• helps pupils understand a range of views and beliefs about relationships and sex in society which may differ to their own
• teaches pupils about the law and their rights to confidentiality even if they are under 16
• promotes equality in relationships, recognises and challenges gender inequality and reflects girls’ and boys’ different experiences and needs

7. Overall school aims for RSE

Our approach to RSE consists of a comprehensive and developmental programme of teaching and learning, which is delivered in the context of a Healthy School where the health and wellbeing of pupils and the whole school community are actively promoted. Our RSE programme has a positive influence on the ethos, learning and relationships throughout the school. It is central to our values and to achieving our school’s stated aims and objectives. Our RSE programme helps pupils to develop the knowledge, understanding, skills and attitudes they need to live confident, healthy, independent lives now and in the future.

Through the provision outlined in this policy, the school’s overall aims of RSE are to teach and develop the following main elements:

Attitudes and values:

• Links effectively with our school’s cooperative values
• learn the importance of individual conscience and moral considerations
• learn the value of family life, marriage, and stable and loving relationships for the nurture of children
• learn the value of respect, love and care
• explore, consider and understand moral dilemmas
• develop critical thinking as part of decision-making

Personal and social skills:

• Links effectively with our school’s cooperative values
• learn to manage emotions and relationships confidently and sensitively
• develop self-respect and empathy for others
• learn to make choices based on an understanding of difference and with an absence of prejudice
• develop an appreciation of the consequences of choices made
• manage conflict
• learn how to recognise and avoid exploitation and abuse

Knowledge and understanding:

• learn and understand physical development at appropriate stages
• understand human sexuality, reproduction, sexual health, emotions and relationships
• learn about contraception and the range of local and national sexual health advice, contraception and support services
• learn the reasons for delaying sexual activity, and the benefits to be gained from such delay, including the avoidance of unplanned pregnancy

In addition to this, we also aim to:

• raise pupils’ self-esteem and confidence
• develop communication and assertiveness skills that can help them stay true to their values if challenged by others, their peers or what they see in the media
• teach pupils to be accepting of the different beliefs, cultures, religions, sexual orientations, gender identity, physical and mental abilities, backgrounds and values of those around them
• support pupils to lead a healthy and safe lifestyle, teaching them to care for, and respect, their bodies
• provide pupils with the right tools to enable them to seek information or support, should they need it
• teach pupils about consent and their right to say no, in an age appropriate manner
• to teach lessons that are sensitive to a range of views, values and beliefs
• ensure that staff teaching RSE remain neutral in their delivery whilst ensuring that pupils always have access to the learning they need to stay safe, healthy and understand their rights as individuals

The aim of RSE is NOT to:

• To encourage pupils to become sexually active at a young age

• promote a particular sexual orientation or gender identity
• sexualise children

RSE does not sexualise children; it is part of the solution to concerns about sexualisation.

The evidence that good quality RSE delays sexual activity can be summarised here: https://www.ncb.org.uk/sites/default/files/uploads/documents/Blog_reports/sef_doesRSEwork_2010.pdf

8. The wider context of RSE

The school’s RSE programme will:

• be an integral part of the lifelong learning process, beginning in early childhood and continuing into adult life
• be an entitlement for all pupils, including those with additional learning and language needs
• be set within the wider school context and support family commitment and love, respect and affection, knowledge and openness
• recognise that family is a broad concept; not just one model, e.g. nuclear family
• encourage pupils and teachers to share and respect each other’s views with cultural awareness and sensitivity
• ensure pupils are aware of different approaches to sexual orientation, without promotion of any particular family structure
• recognise that parents/carers are the key people in teaching their children about relationships, sex and growing up
• work in partnership with parents/carers and pupils, consulting them about the content of the programme
• work in partnership with other health professionals, specialist visitors to school and the wider community

RSE contributes to:

• a positive ethos and environment for learning
• safeguarding pupils (Children Act 2004), promoting their emotional wellbeing, and improving their ability to achieve in school
• a better understanding of diversity and inclusion, a reduction in gender-based and homophobic, bi-phobic, transphobic (HBT) prejudice, bullying and violence and an understanding of the difference between consenting and exploitative relationships
• helping pupils keep themselves safe from harm, both on and offline, enjoy their relationships and build confidence in accessing services if they need help and advice
• reducing early sexual activity, teenage conceptions, sexually transmitted infections, sexual exploitation and abuse, domestic violence and bullying.

9. Key rights and responsibilities for Relationships and Sex Education

The policy applies to:

• The head teacher
• All school staff
• The governing body
• Pupils
• Parents/carers
• health professionals
• Specialist partner agencies working in or with the school

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE (see appendix 3)

10. Language  

Pupils will be taught the anatomical terms for body parts. Slang or everyday terms used in certain social circles will be discussed; this will surround discussion about what is and isn’t acceptable language to use. This will be shared with parents/carers before it is delivered in class through a parental drop in session from specialist RSE company ‘BigTalk’ education.

Agreed list of vocabulary used in school:

We will alert parents as to when anatomical terms are likely to be used in class. However, we might need to use the terms at other times, such as when dealing with incidents of misuse or disrespectful language and at later point in the year for consolidation, follow up work and as part of our existing Scheme of Work.

We will consider how pupils who are new to English will be supported in accessing and understanding the language used in RSE lessons. E.g. Pre teach vocab, the use of images, repetition, simplified terms and a translation dictionary.

Respectful Language

The use of respectful language which challenges sexism, homophobia and other forms of prejudice will be established in RSE but will have benefits for the whole school community, both in and out of lessons; it helps to ensure we are a happy and healthy place to learn. Ofsted found that casual use of homophobic language in schools is often unchallenged (2013) – we always challenge it. The casual use of homophobic, biphobic and transphobic language in school will be challenged and pupils will be made aware that using the word ‘gay’ to mean something is rubbish is wrong and will not be tolerated. To tackle this, staff might say: ‘you’ve used the word ‘gay’, but not in the right way.’

As a result, pupils will hear references to, for example, ‘gay,’ ‘straight’ and different kinds of relationships as part of teaching and assemblies, for example when we talk about rights, respect or relationships.

11. Answering questions

In order to promote a healthy, positive atmosphere for RSE school want to ensure that pupils can ask questions freely, confident that they will be answered, and be sure that they will be free from bullying or harassment from other pupils. We believe that children are best educated, protected from harm and exploitation by discussing issues openly within the context of the RSE programme.

We acknowledge that potentially sensitive or controversial issues will arise as pupils will naturally share information and ask questions. ‘They will often ask their teachers or other adults questions pertaining to sex or sexuality which go beyond what’s set of for Relationships Education. We also acknowledge that children of the same age may be developmentally at different stages leading to differing types of questions or behaviours.’

When spontaneous discussions arise, it is guided in a way that reflects the stated school aims and curriculum content for RSE. As a first principle, we answer questions relating to taught, planned curriculum for that age group to the whole class. We answer questions, where appropriate, relating to areas beyond the taught, planned curriculum for that age group, in a sensitive and age appropriate way, only to the pupil or pupils who have asked the question. If a member of staff is uncertain about the answer to a question, or indeed whether they should answer it, they will seek guidance from the Headteacher/ RSE leader/ Child Protection Officer. Questions may be referred to parents/carers if it is not appropriate to answer them in school. We will also use a question box where questions may be asked anonymously.

When answering questions, we ensure that sharing personal information by adults, pupils or their families is discouraged. Where a question or comment from a pupil in the classroom indicates the possibilities of abuse or risk of harm, teachers will pass this information to the designated person for safeguarding and child protection, in line with school policy and procedures.

Teaching staff will be familiar with the content and resources of BigTalk Education’s ‘Growing up Safe’ programme through shadow training, therefore should be equipped to answer questions resulting from the GUS sessions or during delivery of the schools RSE curriculum. Should questions of concern arise that teaching staff are uncertain how to answer, support can be sought from the Headteacher / PSHE Coordinator or BigTalk Education in order to give an age appropriate answer.

Staff training sessions on how to deal with difficult questions will be arranged for staff that are un-confident. Agreed phrases, where appropriate, will be used in response to difficult questions. Phrases we will use are: ‘Can you put write that down and put it in the question box, I will answer it later’ ‘I can only answer questions on the content of this lesson’ or ‘That is something that may be covered later on.’

Ground rules are essential when discussing sensitive subject matters. Staff will establish clear parameters about what is appropriate and inappropriate in a whole-class setting by for example: 

• staff will set the tone by speaking in a matter-of-fact way
• pupils will be encouraged to write down questions, anonymously if desired, and post them in a question box or ask-it basket
• staff will have time to prepare answers to all questions before the next session, and will choose not to respond in a whole-class setting to any questions that are inappropriate or need one-to-one follow up
• if a verbal question is too personal, staff will remind the pupils of the ground rules
• if a question is too explicit, feels too old for a pupil, is inappropriate for the whole class, or raises concerns, staff will acknowledge it and promise to attend to it later on an individual basis
• staff will not provide more information than is appropriate to the age/developmental level of the pupil
• if staff are concerned that a pupil is at risk of abuse, the designated teacher will  be informed and the usual child protection procedures followed

.

12. Key responsibilities for RSE

All staff will:

• ensure that they are up to date with school policy and curriculum requirements regarding RSE
• attend and engage in professional development training around RSE provision, including individual and whole staff training/inset, where appropriate
• attend staff meetings to be introduced to any new areas of work and review the effectiveness of the approaches used
• report back to the RSE Coordinator on any areas that they feel are not covered or inadequately provided for in the school’s RSE provision
• encourage pupils to communicate concerns regarding their social, personal and emotional development in confidence and listen to their needs and support them
• follow the school’s reporting systems if a pupil comes to a member of staff with an issue that they feel they are not able to deal with alone
• ensure that their personal beliefs and attitudes will not prevent them from providing balanced RSE in school
• tailor their lessons to suit all pupils in their class, across the whole range of abilities, faiths, beliefs, culture, gender identity and sexual orientations, including SEND
• ask for support in this from the school SEND coordinator or the RSE Coordinator, should they need it

2. Lead member/s of staff

The lead member/s of staff will receive training in their role and responsibilities. This supports them to lead on the development of the school’s policy and practice and to monitor its implementation. This practice includes the curriculum and approaches to teaching and learning, as well as whole school approaches to health and wellbeing.

The lead member/s of staff will:

• develop the school policy and review it briefly on a yearly basis
• ensure all members of the governing body are clear about the RSE curriculum
• ensure that all staff are given regular and ongoing training on issues relating to RSE as well as how to deliver lessons on such issues where appropriate
• ensure that all staff are up to date with policy changes, and familiar with school policy and guidance relating to RSE, including new staff or supply staff
• provide support and appropriate training to staff members who feel uncomfortable or ill-equipped to deal with the delivery of RSE to pupils
• ensure that RSE is a spiral curriculum, age appropriate and needs-led across all year groups; this means ensuring that the curriculum develops as the pupils do and meets their needs
• ensure that the knowledge and information regarding RSE to which all pupils are entitled is provided in a comprehensive way
• support parent/carer involvement in the development of the RSE curriculum
• ensure that their personal beliefs, values and attitudes will not prevent them from providing balanced RSE in school
• communicate freely with staff, parents/carers and the governing body to ensure that everyone is in understanding of the school policy and curriculum for RSE, and that any concerns or opinions regarding the provision at the school are listened to, taken into account and acted on as appropriate
• share the school’s provision for RSE with parents/carers in order to ensure they can support this at home
• communicate to parents/carers any additional support that is available from the  school to support them with RSE at home

3. Governors

The governing body as a whole plays an active role in monitoring, developing and reviewing the policy and its implementation in school. The named link governor for RSE will work closely with, and in support of, the lead member/s of staff. When aspects of RSE appear in the School Improvement Plan, a governor will be assigned to reflect on, monitor and review the work as appropriate.

As well as fulfilling their legal obligations, the governing body will also make sure that:

• all pupils make progress in achieving the expected educational outcomes
• the subjects are well led, effectively managed and well planned
• the quality of provision is subject to regular and effective self-evaluation
• teaching is delivered in ways that are accessible to all pupils with SEND
• clear information is provided for parents on the subject content and the right to request that their child is withdrawn from appropriate areas
• the subjects are resourced, staffed and timetabled in a way that ensures that the school can fulfil its legal obligations

4. Pupils

All pupils:

• are expected to attend the statutory National Curriculum Science elements of the RSE curriculum and the statutory Relationships Education and Health Education curriculum
• should support one another with issues that arise through RSE by, for example, alerting relevant members of staff to any potential worries or issues
• will listen in class, be considerate of other people’s feelings and beliefs and comply with the ground rules that are set in class
• will have the opportunity to talk to a member of staff, in confidence, regarding any concerns they have in school related to RSE or otherwise
• will be asked for feedback on the school’s RSE provision through the annual MyHealthMySchool survey and be expected to take this responsibility seriously; opinions on provision and comments will be reviewed by the lead member of staff for RSE and taken into consideration when the curriculum is prepared for the following year’s pupils

5. Parents/carers

The role of parents in the development of their children’s understanding about relationships is vital. Parents are the first teachers of their children. They have the most significant influence in enabling their children to grow and mature and to form healthy relationships.

The school will:

• ensure that parents/carers know what will be taught and when, and clearly communicate the fact that parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of RSE
• give parents/carers every opportunity to understand the purpose and content of Relationships Education and RSE through parent information sessions
• communicate and give opportunities for parents/carers to understand and ask questions about the school’s approach help increase confidence in the curriculum
• build a good relationship with parents/carers on these subjects over time by inviting parents into school to discuss what will be taught, address any concerns and help support them in managing conversations with their children on these issues
• encourage parents/carers to create an open home environment where pupils can engage, discuss and continue to learn about matters that have been raised through RSE
• will reach out to all parents, including those who are hard to engage, recognising that a range of approaches may be needed for doing so

The right to withdraw

Parents/carers cannot withdraw their child from the statutory sex education content included in National Curriculum for Science which includes content on human development, including reproduction. Parents/carers also cannot withdraw their child from Relationships Education or Health Education because it is important that all children receive this content, covering topics such as friendships, how to stay safe and puberty. However, they do have the right to request that their child be withdrawn from some or all of sex education delivered as part of the non-statutory RSE, delivered as part of the PSHE curriculum.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher. Before granting any such request, the head teacher will discuss this request with parents/carers and, as appropriate, with the child to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. This process will be documented to ensure a record is kept.

The head teacher and, preceding their annual visit, specialist providers from ‘BigTalk’ RSE education will also discuss with parents/carers the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This will include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher. Children will no doubt hear about the content of sessions from other pupils and this may not be in a supportive, controlled or safe environment. They may also seek out their own information via the internet, which may result in them finding out incorrect information and possibly put them in an unsafe situation.  Pupils may also be stigmatised for not being included in these sessions.

RSE is a vital part of the school curriculum and supports child development and we strongly advise parents/carers to carefully consider their decision before withdrawing their child from this aspect of school life. It is acknowledged however that the final decision on the issue is for the parents/carers to take and the child and family should not be stigmatised for the decision.

The school provides an annual ‘drop in’ session to share resources and answer any question and this is coordinated between the school and the RSE specialist provider ‘BigTalk.’  Termly curriculum newsletters, weekly newsletters and the school website can give further information on understanding Relationships Education. Support materials for home use will also be offered.  

13. Staff Support & CPD

It is important that all staff feel comfortable to deliver RSE lessons. The school provides regular professional development training in how to deliver RSE in light of the new statutory objectives.  Staff, including non-teaching staff, CPD needs are identified and met through the following ways: 

• an audit of staff CPD needs will be completed at appropriate times by the PSHCE lead
• training and support is organised by the PSHCE lead / Headteacher
• staff will be offered generic RSE training which includes sessions on confidentiality, creating ground rules, handling controversial issues, responding to awkward questions, an introduction to the rationale of why teaching RSE is so important, current law and guidance, learning outcomes and school policy where appropriate
• staff involved in the delivery of issues seen as potentially more sensitive will be offered appropriate training to encourage confidence in dealing with matters of confidentiality, child protection, sensitive issues and potentially difficult questions
• External providers such as BigTalk education and the Health and Well Being Team may support in meeting staff training needs.
• Staff will engage in sessions from external providers which forms part of their continuing CPD

14. RSE Provision

Statutory aspects of Sex Education within the National Curriculum Science

All schools must teach the following as part of the National Curriculum Science; parents/carers do not have the right to withdraw their child/children from this.

National Curriculum Science:

Statutory aspects of Relationships Education: (taught through use of You, Me & PSHCE Scheme)

Statutory aspects of Health Education (which apply to RSE)

Non-statutory Sex Education programme beyond the National Curriculum Science

Parents/carers do have the right to withdraw their child/children from this.

Human Reproduction:

• About the structure and function of the male and female reproductive systems, that women have ovum and men produce sperm, when these combine a baby can be made, this is called 'sex’
• information on human gestation and birth.
• Details on conception (how a baby is made) and the functional act of making love
•  how babies develop (including twins) and are born.

The needs of pupils

We recognise that an interactive approach to RSE will better develop the skills of our pupils and also that it is more likely to meet their needs. Through the school council, we involve pupils in the planning, development and evaluation of their RSE in ways appropriate to their age, stage and development.

We will involve pupils through:

• discussions with small groups of pupils during pupil interviews
• questionnaires/surveys (e.g. the My Health My School Survey)
• pre and post assessment activities for RSE
• school council meetings which ensure all pupils have a voice in the process

Topics to be covered

RSE needs to start early so that children learn about different kinds of relationships like families and friendships and so they can recognise if other people make them feel uncomfortable or unsafe. Lots of children start puberty before they leave primary school so it is important that all pupils know what to expect before it happens. We ensure RSE is taught in every year through ‘BigTalk’ education and also in Years 2, 4, 5 and 6 through the Islington Council spiral scheme of work. This helps pupils to learn progressively as they mature and revisit the subject on a regular basis, to reinforce learning and provide opportunities to ask further questions.  

The Relationships Education, Health education and RSE curriculum we follow within PSHE is shown in Appendix 4a

Delivery of RSE

Pupils receive their entitlement for RSE through a spiral curriculum, in timetabled slots, which demonstrates progression. The RSE programme is delivered through a variety of opportunities including:

• designated RSE time
• use of external agencies/services
• Coop ethos / learning hats / STARS/ skills builder
• small group work and anecdotal / ad-hoc gap- filling activities
• cross curricular links e.g. science, history, RE
• assemblies
• enrichment days  / theatre performances

Working with visitors and other external agencies

Where appropriate, we may use visitors from external agencies or members of the community to support RSE. Working with external organisations enhances delivery of RSE, bringing in specialist knowledge, which gives different ways of engaging with our pupils.

Our school works with BigTalk Education; an award-winning team of specialist RSE facilitators led by Lynnette Smith, who is the Chair of the Sex Education Forum’s Advisory Group (the SEF is part of the National Children’s Bureau). BigTalk Education’s Growing Up Safe: Whole School Approach (GUS programme) has been recognised by the Family Planning Association and Children and Young People Now Awards as a Finalist in their Safeguarding Award. The BigTalk team deliver to each class within school. (See appendix 4 for the curriculum that will be used). It is a spiral curriculum therefore pupils will see the same topics throughout their school career, with each encounter increasing in complexity and reinforcing previous learning. Consequently, the topics included for Nursery and KS1 are included right the way up until year 6. Teaching staff observe the BigTalk Education RSE lessons as part of their CPD programme to ensure they can reinforce the lesson content and answer any follow up questions throughout the academic year.  

We will ensure that the teaching delivered by the visitor fits with our planned programme and policy. We will discuss the detail of how the visitor will deliver their sessions and ensure that the content is age-appropriate and accessible for our pupils. We will ask to see the materials visitors will use as well as a lesson plan in advance, so that we can ensure it meets the full range of pupils’ needs.

We will agree in advance of the session how confidentiality will work in any lesson and how a safeguarding report should be dealt with by the external visitor. It is also important that children understand how confidentiality will be handled in a lesson and what might happen if they choose to make a report.

The use of specialist visitors will be to enhance and enrich teaching, rather than as a replacement for teaching.

Before involving visitors in any aspect of RSE, teachers will ensure that:

• the visitor understands the school’s confidentiality policy, values and approach to the educational programme
• the visitor understands the emotional, intellectual, cultural, religious, social and ability level of the pupils involved, including where there may be a specific issue relating to child protection
• the teacher needs to be part of the experience in order for the pupils to value the lessons and to build on the pupils' learning after the session/s as well as answer any questions the pupils may subsequently have
• where an organisation doesn’t have their own organisation protocol we will use the one in appendix

Monitoring and evaluating visitors’ and external agencies’ contributions

Use appendixoly if unconfident of own monitoring

Inclusion, equality and diversity

We are required by law to comply with relevant requirements of the Equality Act 2010. All pupils are entitled to quality RSE that helps them build confidence and a positive sense of self, and to stay healthy. We include all pupils regardless of their age, sex, race, disability, religion or belief, gender reassignment, or sexual orientation.

All classes include pupils with different abilities and aptitudes, experiences, religious/cultural backgrounds, gender and sexual identities. To encourage pupils to participate in lessons, teachers will ensure content, approach and use of inclusive language reflects the diversity of the school community and helps each and every pupil to feel valued and included in the classroom.

We promote the needs and interest of all pupils. The school’s approaches to teaching and learning take into account all needs of the pupils to ensure all can access the full RSE provision. We promote social learning and expect our pupils to show a high regard for the needs of others. RSE is an important vehicle for addressing controversial and sensitive issues and ensuring equal opportunities for all.

Responding to pupils’ diverse learning needs:

Considerations will be made for:

• religious and cultural diversity  
• differing gender needs and abilities, including SEND
• diverse sexuality of pupils
• homophobic/transphobic/biophobic bullying and behaviour
• pupil’s age and physical and emotional maturity
• pupils who are new to English

Ethnicity, religion and cultural diversity:

Our policy values the different backgrounds of all pupils in school and, in acknowledging and exploring different views and beliefs, seeks to promote respect and understanding. We encourage respect for all religions and cultures. We do not ask pupils to represent the views of a particular religious or cultural group to their peers, unless they choose to do so.

Single gender groups:

Our policy is sensitive to the needs of different groups. For some pupils, it may be more appropriate for them to be taught particular topics in single gender groups. We will consult parents/carers and pupils both on what is included, and on how it is delivered. This will help pupils and their families to establish what is appropriate and acceptable for them. Working in single gender groups can considerably ease concerns about RSE, and help to ensure that pupils receive the RSE to which they are entitled. Single gender groups can also help boys and girls to feel safer and less embarrassed about airing issues and discussing relationships. Where single gender groups are used for pupils, they will always be given time after the sessions to come together in a controlled environment to share and discuss what they have learnt, before leaving the classroom.

Special educational needs and disabilities (SEND):

RSE helps all pupils understand their physical and emotional development and enable them to make positive decisions in their lives. We ensure that all pupils receive RSE and we offer provision appropriate to the particular needs of our pupils, taking specialist advice where necessary. Staff will differentiate lessons to ensure that all members of the class can access the information fully. The school will use a variety of different strategies to ensure that all pupils have access to the same information.

Some pupils will be more vulnerable to abuse and exploitation than their peers, and others may be confused about what is acceptable public behaviour. These pupils will need help to develop skills to reduce the risks of being abused and exploited, and to learn what sorts of behaviour are, and are not, acceptable.

Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.

These discussions can build confidence in the actions being taken by the school, but they can also strengthen the impact of SEN support by increasing parental engagement in the approaches and teaching strategies that are being used. Finally, they can provide essential information on the impact of SEN support outside school and any changes in the pupil’s needs.

SEND Code of Practice: 0 – 25 years, 2014

Lesbian, Gay, Bisexual, Transgender and Plus (LGBT+):

We have a clear duty under the Equality Act 2010 to ensure that our teaching is accessible to all pupils, including those who are lesbian, gay, bisexual, transgender or + (LGBT+). Inclusive RSE will foster good relations between pupils, tackle all types of prejudice, including homophobia, and promote understanding and respect, enabling us to meet the requirements, and live the intended spirit, of the Equality Act 2010.

We will deal sensitively and honestly with issues of sexual orientation and identity, answer appropriate questions and offer support. Pupils, whatever their developing sexuality or identity, need to feel that RSE is relevant to them. Teachers will never assume that all intimate relationships are between opposite sexes. Information will be inclusive and will include LGBT people in stories, scenarios and role-plays. We will ensure all pupils can explore topics from a different gender’s point of view, and a variety of activities, including practical tasks, discussions, group activities and competitions. We will also ensure that our teaching is sensitive and age appropriate in approach and content.

Resources

We use primarily the Islington Primary Scheme of Work (See appendix for full scheme) and the resources recommended within it. We will focus on the needs of the pupils and our planned learning objectives.

We select carefully resources which meet these objectives. We evaluate carefully teacher resources, leaflets, online resources, children’s books and videos before using them (see checklist in appendix 4).

1. Learning environment and additional non-negotiable ground rules

Staff are careful to ensure their personal beliefs and attitudes do not influence the teaching of RSE. To this end, ground rules have been agreed to provide a framework of common values within which to teach. There are clear parameters as to what will be taught in a whole-class setting, and what will be dealt with on an individual basis.

In addition to the ground rules used in PSHE, we will develop non-negotiable ground rules for lessons and discussions related to RSE. If pupils are to benefit fully from an RSE programme, they need to be confident speakers, good listeners and effective, sensitive communicators. When the needs of pupils are analysed, of overriding importance are two key areas: they need to feel safe and be safe. Additional, non-negotiable ground rules will help staff to create a safe and relaxed environment in which they do not feel embarrassed or anxious about unexpected questions or comments from the pupils. They also reduce the possibility of inappropriate behaviour and the disclosure of inappropriate personal information.

Our additional, non-negotiable ground rules will be in line with on-going and well established speaking, listening rules in class but will include:

• Confidentiality: ‘what is said in the room, stays in the room’ except if anyone mentions something which could be harmful or put them at risk – then will have to pass the information on to help keep them safe
• It’s not OK to ask personal questions of each other or the teacher but we can put questions in the box for later.
• Don’t use names: if you want to ask about or share a personal story or experience, you can speak in the third person about ‘someone I know’, ‘a friend’, ‘a situation I’ve heard about/read about’
• We will try to only ask questions related to what we are learning in the lesson.
• We will use the anatomical terms for the sexual body parts.
• It is ok to say pass / not join in.
• We will listen to and respect different opinions, situations & backgrounds.
• We will wait patiently to contribute
• One person to speak at any one time

We will develop the ground rules through:

• On – going practice of Coop values
• Current speaking and listening routines in school
• Application of current behaviour policy
• Introduction / recap of ground rules before RSE session begins

2. Assessment, recording and reporting in RSE

We assess pupils’ learning in RSE in line with approaches used in the rest of the curriculum (including assessment for learning). We report to parents/carers at the end of the school year on pupils’ learning and progress within RSE.  

Assessment methods:

• baseline or pre-assessment (essential for needs-led RSE) by use of knowledge grids formatively and I cans statements ensures prior knowledge is built on
• needs led assessment is used to identify existing knowledge and skills of pupils
• assessment is built into the RSE programme to inform planning through low stakes quizzes
• pupil self-assessment is used where appropriate
• assessment focuses on knowledge as well as skill development and attitudes thorough progress grids and I can stamen
• all class teachers use subject learning journeys as formative assessment tools
• identify pupils who have exceeded or fallen short of the module objectives and those that have achieved it
• pupil progress and achievement is reported to parents/carers in end of year report
• pupil achievement in RSE is celebrated and shared

3. Monitoring and evaluation

Monitoring activities: 

• effective PSHE leadership with a system of quality judgments and peer support
• regular review of the RSE policy and programme
• pupil and staff interviews/questionnaires
• pupil/staff/parent surveys (MYMSS)
• scrutinising staff planning
• samples of pupils’ work

Evaluation activities: 

• teacher and pupil evaluation of lessons, units and the overall RSE programme through MHMSS
• evaluation of contributions of external partners
• verbal feedback and evaluation by pupils
• sampling pupils’ work

15. Safeguarding and Child Protection

Through Relationships Education (and RSE), we will teach pupils the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. This will be delivered by focusing on boundaries and privacy, ensuring young people understand that they have rights over their own bodies. This will also include understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online.

Pupils will be taught how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it will be important to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole.

Children have the right to:

• say no
• respect their own body
• speak out and know that someone can help

When teaching any sensitive issue young people may give cause for concern. All adults are aware of our safeguarding arrangements and procedures. If the school has any reason to believe a pupil is at risk, advice from Leeds Child Protection Team will be sought.

We recognise that children are capable of abusing their peers and that peer on peer abuse can manifest in many different ways, including on-line bullying, sharing inappropriate images, initiation/hazing (an activity expected of someone joining or participating in a group that humiliates, degrades, abuses or endangers them, regardless of a person's willingness to participate) and inappropriate/harmful sexual behaviours.

Our use of the anatomical terms for body parts helps to ensure that children are able to describe abusive behaviours if they need to.

Ground rules at the start of sessions help to establish and maintain a safe learning environment; this is important for good learning to take place, and also contributes to effective safeguarding.

16. Confidentiality in the context of RSE lessons

The nature of RSE means that pupils may disclose personal information that staff will respond to appropriately.  The classroom is never a confidential place to talk, and that remains true in RSE. Pupils will be reminded that lessons are not a place to discuss their personal experiences and issues, or to ask others to do so, through the establishment of ground rules. Any visitor to the classroom will be bound by the school’s policy on confidentiality, regardless of whether they have, or their organisation has, a different policy. We will make sure visitors are aware of this, and make sure there are enough opportunities for pupils to access confidential support after the lesson if they need it.

Any information disclosed to a staff member or other responsible adult, which causes concern about the child’s safety, will be communicated to the designated person as soon as possible and always within 24 hours, in line with our safeguarding and child protection policy.

If a pupil tells a staff member something personal on a one-to-one basis outside of the classroom, our school’s confidentiality policy will help us to decide whether that person can keep that information confidential, or whether they need to seek help, advice, or refer to someone else. We will also signpost pupils and their families, where appropriate, to on and offline community, health and counselling services so pupils know where to go for confidential help and advice.

Techniques used in school to minimise the chance of pupils making a disclosure in an RSE lesson include:

• depersonalising discussions
• puppets
• using role play to ‘act out’ scenarios
• appropriate DVDs and TV extracts
• case studies / discussions with invented characters
• using third person pro-nouns
• visits to/from outside agencies

17. Support

We hope that pupils will feel safe in the school environment to talk to any member of staff in confidence about any areas of concern regarding their personal, social or emotional development, including matters raised by, or relating to, RSE. We promote the school ethos as one of inclusion and acceptance throughout all areas of school activity and hope that pupils respond to this by feeling comfortable to ask questions and continue their learning both in and outside of the classroom.

If parents require support in providing effective RSE at home, they should contact the class teacher in the first instance. Alternatively they can contact the PSHCE Lead / Headteacher on 0113 2 489539 or by email to brow-office@coopacademies.co.uk 

Support for LGBT pupils

Our school environment is one of support and inclusion for all in line with our Cooperative values. We have provision in place to support pupils identifying at LGBT through our dedicated LGBT mentors. These are Mrs Blanchfied, Mrs Emmet and Mr Scott-Haigh.

18. Complaints

Parents/carers who have complaints or concerns regarding the RSE provision should contact the school and follow the school’s complaints policy.

19. Liaison with local media

Please contact the press and media office on: 0113 378 6007

20. Local support available to schools  

The Health and Wellbeing Service can offer support through training, bespoke lessons and in school advisory sessions.

Further information on the above training, as well as how to book, can be found at: www.schoolwellbeing.co.uk and www.leedsforlearning.co.uk 

21. Local and national websites  

Healthy relationships, sexual consent, exploitation and abuse:

• Information about FGM can be found at: www.forwarduk.org.uk 
• Good practice examples and guidance on consent: www.pshe-association.org.uk/consent 
• Home Office guidance; this is abuse: http://thisisabuse.direct.gov.uk/ 
• Child Exploitation and Online Protection (CEOP) has produced a series of resources which are available at: www.ceop.police.uk and www.thinkuknow.co.uk 
• Brook has produced a Traffic Light Tool to help professionals assess whether children’s sexual behaviours are healthy or unhealthy: www.brook.org.uk/traffic-lights 
• Ask Brook about relationships, safety and risks, available at: www.brook.org.uk/shop 
• Alright Charlie - Blast have designed this CSE resource in consultation with CSE professionals, primary schools teachers and children in years 5 and 6 in primary schools. This resource is designed for use with children aged 9-11 in primary schools and aims to highlight the warning signs of grooming in an age appropriate way. https://basisyorkshire.org.uk/resource/alright-charlie-cse-primary-school-resource/ 

Violence within relationships:

• The Against Violence and Abuse Project provides further information, advice and guidance: www.avaproject.org.uk 
• Rape Crisis provides help and advice to those affected by rape, sexual violence and child sexual abuse: www.rapecrisis.org.uk 
• Providing support to people in the Leeds District whose lives have been affected by domestic violence and abuse: http://www.behind-closed-doors.org.uk/ 

Teaching about pornography:

• Growing Up Safe, from Big Talk Education, for primary schools: http://www.bigtalkeducation.co.uk/resources-for-primaries.html 

Teaching about sexting:

• The NSPCC has produced resources to make it easier for children to get help about sexting: http://www.childline.org.uk/explore/onlinesafety/pages/sexting.aspx 
• Big Talk has produced resources to help primary school teachers discuss a range of difficult issues – including sexting and explicit images – with children: http://www.bigtalkeducation.co.uk/resources-for-primaries.html 
• CEOP (Child Exploitation and Online Protection) has developed www.thinkuknow.co.uk,  which contains a number of resources exploring the risks children face online, including two films that address sexting issues: Exposed and First to a Million.
• Brook has produced a leaflet for young people called Ask Brook about relationships, safety and risk, which addresses on and offline safety and is supported by CEOP: http://www.brook.org.uk/shop 

Inclusive RSE:

• Stonewall has produced a series of packs and information for schools. Details are available at: www.stonewall.org.uk     
• Brook has produced packs to help those who work with diverse groups of children, available at: www.brook.org.uk/shop  including:

Local sources of support:

www.schoolwellbeing.co.uk 

www.healthyschools.org.uk 

www.leedsforlearning.co.uk 

http://www.leeds.gov.uk/phrc/Pages/default.aspx 

www.leeds.gov.uk/phrc/Pages/public-health-training.aspx 

https://www.leedsscp.org.uk/Home 

http://leedssexualhealth.com

http://www.themarketplaceleeds.org.uk/ 

http://mesmac.co.uk/ 

https://www.mindmate.org.uk/ 

National sources of support:

http://www.nhs.uk/Livewell/Sexualhealthtopics/Pages/Sexual-health-hub.aspx https://www.brook.org.uk/

http://www.fpa.org.uk/ 

http://www.sexeducationforum.org.uk/ 

https://www.pshe-association.org.uk/ 

http://www.stonewall.org.uk/ 

http://www.bodysense.org.uk/ 

www.riseabove.org.uk 

http://www.nat.org.uk/ 

https://www.nspcc.org.uk/ 

https://www.childline.org.uk 

APPENDIX 1a                        Checklist prior to visit

APPENDIX 1b            Checklist

During & after visit

APPENDIX 2

Relationship Education  to help keep children safer Information for Parents & Carers of children in Primary Schools

In response to our changing society and the impact of the Internet, Government has now decided to introduce statutory Relationship Education to Primary Schools, these lessons are not new and have been delivered in good Primary Schools since the last guidance in 2000, however some of the content has now been updated to help keep children safer.

School is here to help; we are engaging the support of the specialist organisation BigTalk Education, who are a Social Enterprise recognised by national leading bodies and government. They work with 3 to 18 year olds and have been involved in delivering age appropriate education of this type for over 20 years, they also deliver training for Professionals, Parents & Carers and will work with children at Brownhill on 8.01.2019  

Below is some information on the Growing Up Safe programme that will be delivered to the Children by BigTalk Education, it reflects the Ofsted & SEF (the National Children’s Bureau’s Sex Education Forum) recommendations.

• Age 3 Nursery A fun learning environment where the children are taught the differences between boys and girls, naming body parts, correct scientific words, private areas of the body, good touches and bad touches.
• Ages 4 to 8 (Reception School Years 1, 2 & 3) Re-enforces and checks what was covered in Nursery.  Using specially designed child friendly resources at the end of this session they will be able to identify happy situations and those which may be risky (e.g. other children or adults taking improper photographs of them, inappropriate touches, exposure to unsuitable media etc.) plus who they can talk to if they are worried. 
• Ages 8 to 9 (School Year 4) We cover different kinds of families, similarities and differences between boys and girls, the emotional and physical changes of growing up (puberty) how babies are made, then develop in the womb etc. (reproduction). Looking after our bodies and how to be safe and healthy are also discussed.
• Ages 9 to 11 (School Years 5 & 6) Reproduction and puberty are re-capped, the children are given the opportunity to ask questions. As well as additional questions on puberty, they will often want more details on how babies develop and are born. It is important that they know there is someone in school as well as at home if they want help, advice or more information etc. (Information at this stage is vital to protect them as they move onto Secondary School and to provide an alternative to Google etc.

All the resources BigTalk Education use are age appropriate and help keep children protected from unwanted touches, abuse and exposure to unsuitable images etc. Research now shows that children receiving this type of education are three times more likely to speak out if they are touched inappropriately etc.

Please come along to the Parent Information Session on 8.01.2019 when a Facilitator from BigTalk Education will cover in greater detail what is included and the vital role Parents/Carers can play in keeping their children safe both now and as they progress into Secondary School. There will also be an opportunity to ask any questions as a small group or individually. Further information is also available on www.bigtalkeducation.co.uk/parents.

If you cannot attend the Parent Information Session and have any concerns regarding the above, please contact the school.

Tear off complete and return ……………………………………………

I will be attending the meeting for Parent/Carers on                                                            .

My Name                                                                                                                        .

Name(s) of child(ren)                                                                                                       .

Year Group(s)                                                                                                                  .

Parent information leaflet from the government

Appendix

Specialist RSE Providers ‘BigTalk Education’s Scheme of Work

Relationship and Sex Education Curriculum

This document details the curriculum included in our school’s RE & RSE Growing Up Safe: Whole School Approach (GUS) programme, delivered in association with relationship and sex specialist BigTalk Education.

It is a spiral curriculum therefore pupils will see the same topics throughout their school career, with each encounter increasing in complexity and reinforcing previous learning. Consequently, the topics included for Nursery and KS1 are included right the way up until year 6. The table on pages 2 and 3 of this document, show the curriculum as it relates to the topic areas included within the Department for Education’s RSE Guidance 2019, by the school years in which it is introduced. These topics repeat each year.

Table 2 starting on page 4 shows the details on the GUS programme lesson length and any reinforcement done by school staff. Please note that the statutory RSE guidance states that children must know each of the elements of the curriculum by the time they leave primary school at the end of year 6, for this reason we repeat the GUS programme each year, building on the children’s knowledge from previous years. Therefore, some topics areas will only be reinforced once annually, by the highly trained facilitators from BigTalk Education (for example reproduction) who have specialist knowledge in how to answer children’s questions about reproduction, puberty etc. in an age appropriate manner.

Table 1 – Curriculum by Year Group

4a (ii)

Coop Academy Brownhill PSHCE Scheme of Work (Adapted from Islington Scheme of Work)