South Wonston Primary School

Relationship and Sex education  (RSE)  Policy

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

• Provide a framework in which sensitive discussions can take place
• Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
• Help pupils develop feelings of self-respect, confidence and empathy
• Create a positive culture around issues of sexuality and relationships
• Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

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

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

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

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

3. Policy development

This policy has been developed in consultation with Stakeholders. The consultation and policy development process involved the following steps:

                    1. Review – Subject leader considering all relevant information including relevant national and local guidance

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

         recommendations

     3. Parent/stakeholder consultation – parents were invited to comment on the policy with amendments considered 

4. Definition

South Wonston Primary School considers that Relationships and Sex Education (RSE) is an integral part of the Personal, Social and Health Education (PSHE) and Citizenship curriculum, and is linked to that for Science. RSE is about the emotional, social and cultural development of pupils and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. The programme is set within a moral framework and matched to the pupils’ level of maturity.

This policy reflects the requirements of the DCSF Relationship and Sex Guidance.

5. Curriculum

PSHE (which includes Relationships and Sex Education) is taught weekly through a planned programme of work that follows the ‘Jigsaw’ PSHE Scheme of work. ‘Jigsaw’ brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. ‘Jigsaw’ is designed as a whole school approach, with all year groups working on the same theme at the same time.

This enables each unit of work to start with an introductory whole school assembly, generating a whole school focus for adults and children alike. Each year there are six units of work in Jigsaw that are designed to be taught in sequence from September to July. Each unit of work has six lessons which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals.

Each unit of work has two Learning Intentions: one is based on specific PSHE learning, covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today. The other is based on emotional literacy and social skills. Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety. Every lesson contributes to at least one of these aspects of children’s development.  

6. Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught through the science curriculum, and other aspects are included in Religious Education (RE).

All Relationships Education is taught in a manner appropriate to the child, and is pitched at an accessible level for all children in the class.

Pupils in Y5 and Y6 also receive stand-alone sex education sessions

Relationships education is taught weekly and focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

• Families and people who care for me
• Caring friendships
• Respectful relationships
• Online relationships
• Being safe

For more information about our RSE curriculum, see Appendices 1 and 2.

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances. Families include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers along with reflecting sensitively that some children may have a different structure of support around them (for example: Looked After Children or Young Carers).

7. Roles and responsibilities

7.1 The Governing Body

The Governing Body will approve the RSE policy, and hold the Headteacher to account for its implementation.

The Governing Body has delegated the approval of this policy to the Curriculum & Standards Committee.

7.2 The Headteacher

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 section 8).

7.3 Staff

Class Teachers are responsible for:

• Delivering RSE in a sensitive way
• Modelling positive attitudes to RSE
• Monitoring progress
• Responding to the needs of individual pupils
• Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

Class teachers teach RSE.

7.4 Pupils

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

8. Parents’ right to withdraw

Parents do not have the right to withdraw their children from Relationships Education.

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE.

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

Alternative work will be given to pupils who are withdrawn from sex education.

9. Training

Staff are trained on the delivery of RSE and it is included in our continuing professional development calendar.

The Headteacher may also invite visitors from outside the school, such as the school nurse, to provide support and training to staff teaching RSE.

10. Monitoring arrangements

The delivery of RSE is monitored by the PHSE Leader through:

• Pupil and teacher evaluations of the content and learning processes
• Monitoring of pupils Jigsaw Journals
• Staff meetings to review and share ideas

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

This policy will be reviewed by the PSHE Leader annually.