RSE Policy
Relationships Education, Relationships and Sex Education (RSE), and Health Education Policy
Policy Subtitle
Policy details
- Date created - 15.01.2023
- Date reviewed - 15.01.2024
- Date approved - 25.01.2024
- Next review date - January 2025
- Policy owner - Aimee Helie (PSHE Lead)
- Context of our Relationships, Sex Education and Health Education Policy.
- Aims and Objectives of Relationship Education and health education.
- Delivering Relationship education and Health Education
- PDF and Website Links
- Forms
Section 1: Context of our Relationships, Sex Education and Health Education Policy.
This policy refers to the mandatory subject of Relationship education and Health Education for all primary school pupils. Some aspects of the non-mandatory for primary schools, developmentally appropriate subjects of sex education will be taught where it is deemed appropriate for some of our pupils. School will ensure that our teaching is sensitive, age appropriate, developmentally appropriate and delivered with reference to the law.
(DFE Relationships Education, Relationships and Sex Education, and Health Education)
Definition of and Beliefs regarding RSE at Co-op Academy Delius
RSE is about the emotional, social and cultural development of pupils, and involves learning about safe relationships, healthy lifestyles, diversity, different cultures, personal identity, and where appropriate bodily changes and puberty.
Our RSE curriculum is a preventative curriculum which is responsive to pupils' needs. RSE involves a combination of sharing information, and exploring issues and values.
RSE is not about the promotion of sexual activity.
We believe that:
RSE is about promoting positive relationships, safe and appropriate behaviour, self-esteem, health and hygiene and learning about ourselves including emotions and physical changes. It is also about developing and understanding and awareness of unhealthy relationships, for example bullying and possible online relationship risks.
RSE is about lifelong learning to help children to grow into adults who can make informed choices to allow them to have safe, positive and healthy relationships with themselves and others. This includes acceptance of all choices of relationships and sexual orientation including LQBTQI+ (Lesbian, Gay, Bisexual, Transsexual, Queer and Questioning) in accordance with the Equality Act 2010.
All children have an entitlement to good quality RSE which takes into account personal difference and cultural diversity.
RSE is most effective when provided as part of a wider context of spiritual, moral, social and cultural (SMSC) development and is strongly linked to Personal, Social and Health education (PSHE) or Personal, Social and Emotional Development (PSED) within a whole school context.
Where aspects of RSE are delivered this will be in cooperation with parents, carers, healthcare professionals and teachers in both home, in the community and school settings.
The teaching of RSE at Co-op Academy Delius follows the statutory guidance for “Keeping Children Safe in Education” (Sept 2023).
Development and dissemination process
This policy was formulated by the PSHE/RSE coordinator in consultation with the Head Teacher, the District Achievement Partnership (DAP) and the School Governors. The policy was informed by consultation discussions with the school council, local faith leaders, current parents, past parents, past pupils. 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. Governor consultation - governors were given the opportunity to look at the policy and make recommendations
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 (where individuals are unable to attend the consultation, alternative arrangements will be made via a series of virtual meetings at convenient times)
4. Pupil consultation – we investigated what exactly pupils want from their RSE, where appropriate through the use of student council.
5. Ratification – once amendments were made, the policy was reshared with governors and ratified
6. Sharing process - all parents/carers were given access to the policy.
The policy will be communicated to all staff and governors and any relevant partner agencies such as the school nurse. A summary of the policy including an overview of the scheme of work will be made available to parents on the school website, the policy will be presented and explained to parents as part of the school admission process and an accessible hard copy can be sent home to families. Copies of the policy can be translated if requested by parents.
Statutory Requirements
As a primary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.
We don’t 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. This would include the elements of sex education contained in the science curriculum.
In teaching RSE, we’re 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.
We also have regard to legal duties set out in:
- Sections 406 and 407 of the Education Act 1996
- Part 6, chapter 1 of the Equality Act 2010
- The Public Sector Equality Duty (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities
At Co-op Academy Delius, we teach RSE as set out in this policy.
The relationship to other schools policies
Please use this policy in conjunction with sections of the following relevant policies:
PSHE policy
Curriculum Policy
Science Policy
Safeguarding Policy including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation
Staff Code of Conduct
SEND Report and Policy
Use of outside visitors in school policy
Anti-bullying and behaviour Policies
Hygiene and Close Personal Contact Policy
Our Commitment to Communicating Consent
Entitlements
Pupils are entitled to:
- Information that is appropriate, up-to-date and delivered in an accessible way to suit the children’s specific educational, emotional and physical needs of our pupils.
- A flexible, well-planned Relationship and health education program which meets the children’s changing needs over time, which is delivered through our broad PSHE and PSED curriculum.
- High quality resources suited to the needs of the pupils.
- A safe space where pupils can share their views and ideas in a respectful and non- judgmental environment.
- Be informed that issues of confidentiality and how it affects them.
- Opportunities to give consent.
- Access to a range of communication aids/devices that assist them in expressing their thoughts, interests and views.
Adults working with children are entitled to:
- Access to information which is accurate and up-to-date.
- High quality and relevant resources.
- Clear guidance on the expectations and responsibility of all adults in relation to the planning and teaching of Relationship and health education and where appropriate RSE, distributed through the curriculum programmes of learning.
- Professional guidance and support from subject leaders, school leaders and where appropriate outside agencies.
- Opportunities to share good practice, and reflect upon their own practice.
- Be informed of the issues surrounding confidentiality and school procedures to be followed
- Access annual safeguarding and child protection refresher training.
- Access safeguarding and child protection training as part of their induction.
Relevant documents including government guidance and strategies are available on the school website and embedded within this document via hyperlinks.
Parents, carers and other adults in the community are entitled to:
- Information about schools RSE policy, teaching practice including when RSE is taught and what will be covered within the RSE sessions.
- Be informed about the importance of RSE to safeguard pupils and their families
- Understand how RSE provides essential lifelong learning for their children
- An open dialogue and opportunities to liaise and discuss RSE with teaching staff, subject leaders and school leaders.
Section 2: Aims and Objectives of Relationship Education and health education.
Aims of RSE at Co-op Academy Delius
The fundamental preventative curriculum intent in PSHE inc. RSE for all of the pupils at Co-op Academy Delius is to develop core skills and knowledge that allows them to:
- Build strong and positive reciprocal relationships
- Ensure that they keep themselves safe and healthy
- Regulate and understand their own feelings alongside the feelings of others
- Be prepared for growing up and associated bodily changes
- Accept and appreciate differences between people
The aims of relationships and sex education (RSE) at our school are to:
- Provide a framework and safe space in which sensitive and developmentally appropriate discussions can take place
- Prepare pupils for puberty, and give them an understanding of bodily development, emotional changes and the importance of health and hygiene, including menstruation.
- Help pupils develop feelings of self-respect, confidence and empathy
- Help pupils develop the ability to give consent.
- Create a positive culture around building healthy relationships, including online relationships and self development
- Understand, develop and display appropriate and safe behaviours, including online behaviours.
- Teach pupils the correct vocabulary to describe themselves and their bodies, in order to safeguard themselves
- Develop an understanding of sexual development, how and when to display sexualised behaviours and reproduction (This will be accessible for pupils that have been identified as requiring this support and after in-depth discussions with parents or carers.
How we assess this learning
At Co-op Academy Delius our pupils will be assessed using our bespoke PSHE and early PSED assessment frameworks, which break down the development of our pupils in small and measurable learning steps. Where appropriate pupils will also be assessed using their Personalised Learning Goals (PLGs) which are linked to the needs and outcomes stated on their Education, Health and Care Plan (EHCP).
Evidence of pupil progress and attainment will be gathered on our online app Evidence For Learning (EFL), and class leads and teams will regularly assess pupils based on our established Visiting, Emerging, Developing, Achieving and Generalising (VEDAG) system.
Management and Responsibilities of RSE
The PSHE subject lead will oversee the coordination and support teachers in the implementation of RSE across the school in consultation with other subject leads. They will seek advice from Co-op Academies Trust, the school nursing team, DAP group and liaise with other staff and professionals involved. They are also responsible for reviewing and evaluating RSE at our school and reporting back to the Head teacher with their findings.
The PSHE subject lead will oversee the development of the PSHE programme of learning which states what skills and knowledge, relating to RSE, teachers should be teaching each term.
Teachers will be responsible for planning, delivering and assessing in their class with the support of the PSHE subject lead.
The Governors will hold responsibility for the RSE policy and will be assisted in moderating its implementation by the PSHE subject lead and the Head teacher.
Curriculum Overview
Co-op Academy Delius has a five-year rolling PSHE program that embeds skills and knowledge pertaining to RSE throughout the year.
We have developed the curriculum in consultation with pupils and staff, and taking into account the age, developmental stage, needs and feelings of our pupils, as well as information regarding previous harm. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.
We deliver our PSHE/RSE curriculum through our differentiated pathways, creating a programme of learning that lists the differentiated knowledge and skills needing to be taught within each pathway.
Our PSHE curriculum themes will incorporate learning related to RSE. Our themes are as follows:
- Relationships
- Staying Safe including staying safe online
- Skills for Health and Wellbeing
- Human Body and Development
- Values, Rights, Cultures and Sexuality.
Section 3: Delivering Relationship education and Health Education
How is the curriculum going to be delivered?
RSE will be taught in a variety of ways, dependent on each of the different pathways within school. It is also interwoven into pupils’ daily activities, for example personal hygiene routines, developing relationships with others, social activities, individual behaviour support plans, assemblies, and routines such as changing for swimming and PE.
RSE will also be focused on during explicit PSHE lessons (where appropriate), where the topics are closely related to the PSHE curriculum long-term plan and can be linked to those lessons.
In upper Key Stage 2, there is a need to discuss and support pupils with the physical and emotional changes that their bodies are already or will soon be experiencing e.g. menstruation and puberty. Focus groups of boys and girls will be set up to talk and learn about these changes and help pupils understand the changes, often in separate gender groups. The nursing team may be involved to support with these groups. Pupils from different classes will mix to form these groups. Before these sessions take place, parents will be consulted and made aware of the material that is being taught.
We will teach RSE in a manner that:
- Considers how a diverse range of pupils will relate to them
- Is sensitive to all pupils’ experiences (including any experience of harm)
During lessons, makes pupils feel:
- Safe and supported
- Able to engage with the key messages
We will also:
Make sure that pupils learn RSE knowledge and skills in an environment that’s appropriate for them, for example in:
- A whole-class setting
- Small groups or targeted sessions
- 1-to-1 discussions
- Digital formats
- Give careful consideration to the level of differentiation needed
What resources will be used?
Lessons should include the key Makaton signs and Boardmaker symbols, to support the children’s learning, comprehension and communication (resources are available and staff have accessed regular training on this).
Teachers will be responsible for selecting and using resources suitable for the needs and cognitive level of the children in the class. When selecting resources teachers must consider:
- the suitability of age, maturity, cognitive and physical ability of the children
- whether they are accurate and up-to-date
- that they do not show unfair biases e.g. towards a commercial product
- that they avoid racial, gender and sexual stereotyping
- that they relate to the aims and objectives of this policy and the curriculum
- their appeal adults and children
- that they are inclusive and represent a broad range of society including different faiths, cultures and special educational needs.
- whether they are are from credible sources
- if they fit into our school curriculum plan
- if they would support pupils in applying their knowledge in different contexts and settings
How will potentially sensitive and controversial issues be handled?
Due to the nature of RSE and to protect children’s privacy, distancing techniques will be employed so that issues will be able to be discussed without disclosing personal experience. Examples of these techniques may include puppets, case studies, role-play, videos, dolls, story books. Adults will also refrain from discussing personal experiences and will not promote one particular lifestyle over another.
How will we Safeguard our pupils during RSE sessions?
We are aware that children may disclose information at any time to any member staff therefore all staff will be familiar with the academy Safeguarding Policy including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation and the Staff Code of Conduct.
Where the child is not at risk but the disclosure is inappropriate for the rest of the children in the class (particularly in mixed aged/gender classes) it may be necessary to support the child in a one-to-one context in discrete and sensitive manner which may lead to extra lessons targeted at supporting that child or a group of children with similar issues.
Absolute confidentiality is unable to be offered by staff. Children however, will be told if information is to be shared.
If a child is thought to be at risk, adults must report this to a member of the safeguarding team /designated safeguarding lead and or deputies (as highlighted on the flow charts around school) and follow Safeguarding Policies, including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation.
As there are multiple members of staff in each classroom it is important that there is good communication between the staff as seemingly innocent disclosures could build up to a bigger picture indicating the child need support or is this at risk.
Staff must report any safeguarding concerns using the Child Protection Online Management System (CPOMS) - staff have received dedicated training on this.
When is RSE going to be taught?
It is to be taught as soon as the children start school, from foundation stage, “because the basis is learning about relationships with families and friends, and developing life skills such as decision-making and assertiveness. Children need to learn and practice the skills from a very early age” (Sex Education Forum 2004).
At Co-op Academy Delius RSE will be embedded within the wider PSHE curriculum. Dedicated PSHE sessions are delivered weekly in conjunction with any additional PSHE sessions that are appropriate and meet the needs of each class.
When is puberty going to be taught?
We will teach about puberty in Year 6 and Year 5 for whom it is appropriate (i.e. are experiencing physical/emotional changes). Children will be prepared for learning about puberty before years 5 and 6 through the themes of ‘Relationships, Human Body and Development and, Values, Rights, Cultures and Sexualit. as part of the long-term PSHE plan. As a school we are going to use the anatomically correct words, Makaton signs and symbols for genitalia e.g. penis, anus, breast, vulva and vagina from the Foundation Stage onwards as a matter of safeguarding. We recognise that this is particularly important for the pupils within the academy due to the nature of intimate care that we provide.
When is menstruation going to be taught?
We recognise the importance of preparing girls for menstruation to reduce any potential anxieties, distress and fears . We teach about menstruation specifically in year 6 but it may be necessary for some girls to be taught about menstruation earlier than year 6 if it is believed that they may start their period before this time. Good communication should be maintained between teachers, support staff, parents and school nurses so that children who are showing early signs of puberty are identified.
Following the advice of the school nurse, who is experienced in working with children with SEND on menstruation, it is important to continue education on menstruation after the child has their initial period so that they are continually prepared. Staff need to be aware that some of the girls in our school will start their periods early or have irregular periods due to medication or medical conditions. We will provide support for pupils and their families at home through providing information, resources and links to other agencies where needed. Sometimes families may need an Early Help referral to support their needs, and this will be done through liaising with the safeguarding team.
Sensitive provision will be arranged for girls who have started menstruating. Sanitary bins will be provided in toilet and hygiene areas and there will be provision of ‘emergency’ sanitary protection. Support will also be available for parents from the PSHE subject lead, class team, the parental involvement officer and the school nurse. In certain cases social stories containing symbols may be produced for parents to use at home with their children. Staff have received training on how to produce personalised social stories to meet the needs of all our pupils and can liaise with both the Safeguarding and communication teams to seek advice and support.
At Co-op Academy Delius we recognise the detrimental effect that period poverty may have on some of our pupils and their attendance at the academy. In order to address this issue, we aim to continually stock and replenish a range of feminine hygiene products, continually liaising with our pupils and their families regarding which products should be used. Products will be acquired from a range of sources including staff donations, donations to our food bank and liaising with local food and period poverty charities.
The use of external organisations and materials
Where appropriate the academy may feel it appropriate to utilise external organisations and materials to support the teaching of RSE. We will make sure that an agency and any materials used are appropriate and in line with our legal duties around political impartiality.
The academy remains responsible for what is said to pupils. This includes making sure that any speakers, tools and resources used don’t undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
We will:
- Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:
Are age-appropriate
Are in line with pupils’ developmental stage
- Comply with:
This policy
The Teachers’ Standards
- Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
- Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
- Review any case study materials and look for feedback from other people and schools the agency has worked with
- Be clear on:
- What they’re going to say
- Their position on the issues to be discussed
- Ask to see in advance any materials that the agency may use
- Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
- Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
- Check the agency’s protocol for taking pictures or using any personal data they might get from a session
- Remind teachers that they can say “no” or, in extreme cases, stop a session
- Make sure that the teacher is in the room during any sessions with external speakers
We won’t, under any circumstances:
- Work with external agencies that take or promote extreme political positions or use materials produced by such agencies, even if the material itself is not extreme
Parental Involvement and opting out of RSE lessons
The PSHE subject lead will hold an annual meeting with parents to explain the meaning of RSE, how it is taught and how we support our pupils’ development through it. Parents will have the opportunity to ask questions, raise concerns and share ideas or their own experiences. Relationships education is compulsory and is essential to personal development and British values, but sex education is not. If a parent/carer insists on withdrawing their child from this part of their education, despite the academy's efforts to explain the importance and sensitive nature of how it is delivered, this discussion must be documented on CPOMS, discussed with the PSHE subjects and the Headteacher. Alternative school work will be given to pupils who are withdrawn from sex education.
Local and national strategies and guidance
RSE is part of the wider context of promoting spiritual, moral, social and cultural development for young people. Therefore our policy covers priorities from a range of local and national guidance and strategies listed below:
- Relationships Education, Relationships and Sex education and Health Education. DFE
- Sex and relationships education (RSE) for the 21st century supplementary advice to the sex and relationship education guidance DfE (0116/2000)
- Sex and relationships education for children and young people with learning difficulties (National Children’s Bureau for the Sex Education Forum May 2004)
- Ur choice plus relationships and sex education for people with learning disabilities
- PSHE education programme of study (PSHE Association, September 2014)
- Science curriculum Statutory Guidance National curriculum in England: science programmes of study (DfE updated sixth of May 2015)
- The Education Act 1996 (DfE)
- Statutory guidance National Curriculum in England: framework for key stages 1 to 4 (DfE December 2014).
- Promoting fundamental British values as part of SMSC in schools (DfE Nov 2014)
PDF and Website Links
PDF Link: Keeping Children Safe in Education 2023
Statutory guidance: Relationships education (Primary)