Relationships Education, Relationships and Sex Education and Health Education (RSHE) policy

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Policy details

Date created - September 2024

Next review date -September 2025

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Legislation and statutory guidance

At Co-op Academy Smithies Moor, we are required to provide relationship education and health education to all pupils.

The policy has due regard to the following legislation and guidance:

· Section 80A of the Education Act 2002: as part of the Education Act 2002/Academies Act 2010 all schools must provide a balanced and broad-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, whilst also preparing pupils for the opportunities, responsibilities and experiences of later life…

· Children and Social Work Act 2017.

· The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019.

· Equality Act 2010 and the Public Sector Equality Duty 2011.

· The Equality Act 2010 and schools (DfE, 2014).

· Mental health and behaviour in school (DfE, 2018).

· Science programmes of study: Key Stages 1 and 2 (DfE, 2013).

· Science programmes of study: Key Stage 3 (DfE, 2013).

· Keeping children safe in education – for schools and colleges 2024

Promoting fundamental British values through SMSC (DfE, 2014).

Aims

We want all children and young people at Co-op Smithies Moor to have their wellbeing, safety and emotional health enriched and supported by their experience at school. This includes:

● Promoting inclusivity within our communities

● Developing positive relationships

● Helping all children to feel safe and welcome in school - aiming to ensure that no child, young person, or family feels isolated.

● Teach pupils the correct vocabulary to describe themselves and their bodies. ● Providing a framework in which sensitive discussions can take place.

● Preparing pupils for puberty, and giving them an understanding of sexual development and the importance of health and hygiene.

● Links to the Ways of Being; particularly show you care and do what matters most.

Definitions

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Policy development

In developing our policy and curriculum we have given due regard to the Government’s statutory guidance for RSHE issued under Section 80A of the Education Act 2002 and Section 403 of the Education Act 1996.

The three key stages of policy development:

The RSHE policy at Co-op Academy Smithies Moor has been developed following consultation with the whole school community.

Mental and physical well-being and healthy relationships were identified  as the most important priorities.. In terms of risk, the respondents selected poor mental health as the biggest risk, followed by dependence on drug/alcohol/tobacco. Risk of crime also featured highly. We will tailor the content and timing of coverage of our curriculum to reflect these priorities.

The policy was shared with parents via Arbor  and is available on the school website.

Roles and responsibilities

 The Headteacher

· The development and implementation of the RSHE policy.

· Agree the curriculum delivery model (where it will be taught, the time allocation and staffing).

· Ensure RSHE is resourced, staffed, and timetabled to enable the school to meet its legal obligations and offer high-quality provision to all pupils.

· Enable staff to be suitably trained to teach relationships and sex education.

· Encourage parents to engage with the formation of the policy and know about the final policy.

· Support requests from parents to excuse their child from sex education (including organising alternative education for any pupils withdrawn).

· Review the policy (on an annual basis).

Lead teacher for RSHE

· Support the development and implementation of the RSHE policy. · Develop the school’s RSHE curriculum and delivery model.

· Ensure continuity and progression between each year groups.

· Work with other teachers (including subjects leads) to ensure the RSHE curriculum complements, but does not duplicate, any content in other subjects.

· Organise, provide and monitor CPD to enable teachers to develop their expertise so they feel confident and competent to teach RSHE.

· Provide teachers with resources to support RSHE delivery.

· Monitor and evaluate the effectiveness of RSHE and support teaching staff if required.

· Report to the Headteacher regarding compliance with the statutory requirements and effectiveness of the RSHE curriculum.

SENDco

· Advise teachers on how best to identify and support pupils’ need (including the use of teaching assistants/support staff).

 All teachers of RSHE

· Know and act in accordance with the RSHE policy.

· Reflect the law (including the Equality Act 2010) as it applies to sex and relationships.

· Consider how their personal views and/or beliefs might impact on their teaching of RSHE.

· Monitor pupil progress in line with school policy.

-Work with the SENDco to identify and respond to the needs of pupils with SEND.

· Report any concerns about RSHE teaching to the lead teacher and/or senior leader.

· Report any safeguarding concerns or pupil disclosures to the DSL (in line with school safeguarding policy).

· Respond professionally and appropriately to any parent who has withdrawn their child from sex education.

· Share any concerns they may have about teaching RSHE with the lead teacher and/or Headteacher. Staff do not have the right to opt out of teaching RSHE.

The RSHE Curriculum

We include the statutory Relationships and Health Education within our whole-school Jigsaw PSHE Programme.

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements.

For more information about our curriculum, see our curriculum map and EYFS Curriculum. Relationships Education 

What does the DfE statutory guidance on Relationships Education expect children to know by the time they leave primary school?

Relationships Education in primary schools will cover ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’. The expected outcomes for each of these elements can be found further on in this policy. The way the Jigsaw Programme covers these is explained in the mapping document: Jigsaw 3-11 and Statutory Relationships and Health Education.

It is important to explain that whilst the Relationships Puzzle (unit) in Jigsaw covers most of the statutory Relationships Education, some of the outcomes are also taught elsewhere in Jigsaw e.g. the Celebrating Difference Puzzle helps children appreciate that there are many types of family composition and that each is important to the children involved. This holistic approach ensures the learning is reinforced through the year and across the curriculum.

Health Education 

What does the DfE statutory guidance on Health Education expect children to know by the time they leave primary school?

Health Education in primary schools will cover ‘Mental wellbeing’, ‘Internet safety and harms’, Physical health and fitness’, Healthy eating’, ‘Drugs, alcohol and tobacco’, ‘Health and prevention’, ‘Basic First Aid’, ‘Changing adolescent body’.

The expected outcomes for each of these elements can be found further on in this policy. The way the Jigsaw Programme covers these is explained in the mapping document: Jigsaw 3-11 and Statutory Relationships and Health Education.

It is important to explain that whilst the Healthy Me Puzzle (unit) in Jigsaw covers most of the statutory Health Education, some of the outcomes are taught elsewhere in Jigsaw e.g. emotional and mental health is nurtured every lesson through the Calm me time, social skills are grown every lesson through the Connect us activity and respect is enhanced through the use of the Jigsaw Charter.

Also, teaching children about puberty is now a statutory requirement which sits within the Health Education part of the DfE guidance within the ‘Changing adolescent body’ strand, and in Jigsaw this is taught as part of the Changing Me Puzzle (unit).

Again, the mapping document transparently shows how the Jigsaw whole-school approach spirals the learning and meets all statutory requirements and more.

Sex Education 

The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. However, ‘Sex Education is not compulsory in primary schools’. (p. 23) Schools are to determine the content of sex education at primary school. Sex education ‘should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born’.

The right to be excused from sex education

“Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory Relationships and Sex Education” DfE Guidance p.17

At Co-op Academy Smithies Moor, puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). We conclude that sex education refers to Human Reproduction, and therefore inform parents of their right to request their child be withdrawn from the PSHE lessons that explicitly teach this i.e. the Jigsaw Changing Me Puzzle (unit) e.g.

Year 4, Lesson 2 (Having a baby)

Year 5, Lesson 4 (Conception)

Year 6, Lesson 4 (Conception, birth)

The school will inform parents of this right in the Spring Term before the Changing Me Puzzle is taught.

Parents do not have the right to withdraw their children from relationships. Parents have the right to withdraw their children from the [non-statutory/non-science] components of sex education within RSHE

Requests for withdrawal should be put in writing using the google form found in Appendix 1 of this policy and addressed to the headteacher.

Alternative work will be given to pupils who are withdrawn from sex education, in a separate location.

Equality

This policy will inform the school’s Equalities Plan.

The DfE Guidance 2019 (p. 15) states, “Schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure they comply with the relevant provisions of the Equality Act 2010 under which sexual orientation and gender reassignment are amongst the protected characteristics.

At Co-op Academy Smithies Moor we promote respect for all and value every individual child. We also respect the right of our children, their families and our staff, to hold beliefs, religious or otherwise, and understand that sometimes these may be in tension with our approach to some aspects of Relationships, Health and Sex Education.

Safeguarding: safe and effective practice

RSHE will be delivered in a safe, supportive learning environment, so that young people feel able to express their views and beliefs, ask questions and know where to find help.

Teachers are aware that effective RSHE, which brings an understanding of what is and what is not appropriate in a relationship, can lead to a disclosure of a child protection issue. Teachers must always refer to the designated safeguarding lead (DSL) if a disclosure is made.

Pupils need basic knowledge about the privacy of their bodies and genitalia, to support safeguarding. We have adopted a school-wide policy on the consistent use of correct terms for genitalia as part of safeguarding practice. This is not sex education.

In RSHE lessons teachers and pupils will agree to ground rules, so everyone is, and feels safe in lessons. Teachers will agree with pupils the limits of confidentiality. Distancing techniques will be used, so that pupils are not required, or feel pressured into, talking about their personal circumstances. In a positive classroom environment where children’s natural curiosity is encouraged, teachers will answer questions sensitively, honestly, and in a manner appropriate to a child’s age and context. Teachers will respect the right of parents to withdraw their child from sex education lessons. However, children may not see the boundaries between subjects (e.g. science, relationships, and sex education) and this may lead to them raising questions in class that relate to both statutory and non-statutory content.

Monitoring and Review

The local governing body reviews this policy on an annual basis and discussion will take place if the policy needs modification. The local governing body gives serious consideration to any comments from parents about the PSHE (RSHE) programme, and makes a record of all such comments.

Appendix 1

Please complete the link below:

https://docs.google.com/forms/d/e/1FAIpQLSdvS1qtDNk9iApdQdi7cIMZqonGCW FGfszB6gG0-vViOLRmxw/viewform?vc=0&c=0&w=1&flr=0&gxids=7628 

Appendix 2

Relationships Education in Primary schools – DfE Guidance 2019

The focus in primary school should be on teaching the fundamental building

blocks and characteristics of positive relationships, with particular reference

to friendships, family relationships, and relationships with other children and with adults. The references R3/H5 etc can be cross-referenced on the Jigsaw mapping documents and Puzzle Maps to show which lessons throughout Jigsaw contribute to which statutory outcomes. All statutory outcomes are covered in the Jigsaw 3-11 Programme.

The guidance states that, by the end of primary school:

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Physical health and mental well-being education in Primary schools – DfE Guidance The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental well-being is a normal part of daily life, in the same way as physical health. By the end of primary school:

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