RSE Statement

Relationships and Sex Education at Osgodby

What is RSE?

• Relationships and Sex Education aims to give children and young people:
• self esteem
• skills for successful relationships
• emotional literacy
• the ability to make informed choices and minimise risk
• the ability to keep themselves and other people safe
• the opportunity to explore their own attitudes, values and beliefs and develop an individual moral code that will guide their actions.
• a discerning eye for the messages they receive from the media
• the ability to access help and support
• a positive attitude towards their body and sexuality

Effective RSE is embedded in the school curriculum (particularly PSHE) and ethos.

The consultation process, for the formation of this policy, has aimed to involve the whole school community.

The views were taken into account when developing both the RSE policy and programme.

The following national guidance that informs this policy:

o             Education Act (1996)

o             Learning and Skills Act (2000)

o             Education and Inspections Act (2006)

o             Equality Act (2010)

o             Supplementary Guidance SRE for the 21st Century (2014)

o             Keeping Children Safe in Education – Statutory safeguarding guidance (2016)

o             Children and Social Work Act (2017)

o             Relationships Education, Relationships and Sex Education (RSE) and Health     Education, Draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, (February 2019)

Relationships and Sex Education Guidance

This policy acknowledges the guidance given in the DfEE 0116/2000 Sex and Relationship Education.

Aims and Objectives of the SRE Policy

Role and nature of sex and relationships education.

RSE aims to equip all pupils with accurate, unbiased knowledge about sex and relationships and give pupils the opportunity to acquire life skills that will help them make good use of this knowledge. It will also give pupils opportunities to explore and respect their own and others’ opinions, attitudes and values to help them develop their own, individual moral framework. For the pupils that pass through our school we felt the following aims for RSE were particularly important:

Pupils with better relationship skills

Pupils prepared for the changes of puberty and that have a good knowledge of their own bodies.

Pupils with an understanding of prejudice and its negative effects

Pupils that are capable of seeking help and advice when they need to

Pupils able to express how they feel

Pupils that are aware of and have challenged the messages they receive from the media

Pupils that are aware of the right they have over their own body

Pupils able to make positive informed choices (that reduce risk)

The RSE programme ensures that pupils will revisit topics so they build upon their existing knowledge and skills throughout the school. It is aimed that RSE is taught through active learning activities as often as possible. Wherever possible, parental involvement in RSE is to be encouraged.

The aim of the policy.

The aim of this policy is to provide a working document that gives clear framework within which staff will feel secure to work in.

Moral and Values framework

Our school believes that RSE should be delivered within the following moral framework. Our programme promotes:

• self respect and respect for others
• respect and tolerance towards others who may have different backgrounds, cultures, feelings, views and sexuality.
• taking account of other people’s feelings.
• mutual support and co-operation.
• accepting the responsibility for the consequences of our own actions.
• the right of people to hold their own views within a framework of respect for others.
• not imposing our views on other people.
• the right not to be abused by other people or taken advantage of.
• the right to accurate information about sex and relationship issues

Equal Opportunities Statement

Our RSE programme aims to be inclusive of all regardless of gender, race, religion, colour, language, culture, social circumstances, appearance, sexuality, ability or disability..etc.

Our RSE programme responds to the needs of individual pupils and takes pupils, cultures, faiths and family backgrounds into consideration. Pupils with special educational needs are given extra RSE support by SEN staff and any pupils with English as their second language receive help as needed.

Provision For Pubertal Pupils

• Parents are welcome to inform the school when their daughter begins menstruation, in order that all staff can be aware of those times when they may be feeling unwell or unable to take part in physical activities including P.E or swimming. However, physical activity is encouraged as it improves blood flow and reduces the cramping associated with periods.

• Girls starting their periods have unrestricted access to sanitary facilities kept by appropriate members of staff in school. Sanitary bins are provided in the girls toilets.

• Female members of staff are always available to reassure pubertal girls and ensure that there is no embarrassment with regard to dealing with their periods.

Content/Learning Objectives of the RSE programme

At Osgodby School, RSE is delivered as part of the ‘Jigsaw’ scheme for PSHE.

In Key Stage 2 the main focus is on preparing pupils for puberty and the emotions involved in such a major change.

Throughout the programme, pupils ‘practice’ life skills such as assertiveness, self-awareness, decision making and consider all aspects of relationships and what affects them and also provides many opportunities for pupils to explore their own and others’ attitudes, values and opinions on a variety of issues.

There are direct links to programmes of study within the National Curriculum.

Science

Year 5

Pupils should be taught to describe the changes as humans develop from birth to old age. Pupils should be able to identify the stages in the growth and development of humans. They should learn about the changes experienced in puberty.

Year 6

Children should be taught about reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta.

PSHE/ Citizenship links

Year 5

Recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way.

Be aware of different types of relationships, including marriage, and those between friends and families, and to develop the skills to be effective in relationships.

Recognise and challenge stereotypes.

Year 6

Be aware of different types of relationships, including marriage, and those between friends and families, and to develop the skills to be effective in relationships.

That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability.

How the content has been decided.

The content was decided in consultation with parents, governors, staff and pupils. However, ultimately, the staff agreed on the content of the final programme and it was reached by consensus. Consideration of the pupils’ social, physical and emotional maturity was considered during the development of the programme.

Organisation of the RSE Programme.

The headteacher and the PHSE coordinator have coordinated the RSE programme.

RSE is delivered predominantly in PHSE lessons to ensure a comprehensive coverage. However, consolidation and extension of RSE is found in science, RE, Literacy and during assemblies. Circle time is also used to deliver RSE (and PSHE) and this occurs in all classes once a week.

The teaching methods.

Ground rules will be developed during RSE lessons based on respect. The only additional considerations specific to RSE ground rules (as opposed to basic class rules) will be a need to prevent personal questions and the need to explain to children that if a teacher suspects that they or anyone else is at risk from harm, then they will need to tell another adult.

Active learning techniques such as circle time, role play, games, prioritising exercises, paired and group discussion, interviewing and presentations, are used in the teaching of RSE as much as possible. Pupils will also be given many opportunities to reflect on what they have learnt in RSE lessons.

As far as possible, to prevent stigmatisation of any group of people or any life choices, the pro-choice approach to PSHE and RSE is adopted. This means that every issue is presented in terms of, ‘some people …and others …let’s explore the effect these choices might have on a person’s life.’

Mixed and single gender groups.

Most of RSE is delivered in mixed sex groups. However during lessons on puberty, both boys and girls cover the same material but are then given opportunities to discuss what has been covered in single sex groups where they might feel more comfortable doing so.  Pupils expressed a preference for some single sex teaching during consultation.

How the resources were selected

The headteacher thoroughly reviews any potential resource to ensure that there is no stereotyping, bias or prejudice and that they are suitable for the age group of the audience.

Dealing with sex-related pastoral incidents

All staff have received training in dealing with sex-related pastoral incidents. Staff know that in dealing with any incident they:

• Don’t rush into anything
• Don’t panic
• Assess the seriousness of the situation sensitively and sensibly, take everything into account but don’t exaggerate or overreact.
• Keep the welfare of the children as the focus.
• Consider the full range of options
• Consider and anticipate both the positive and negative consequences of the teacher’s actions.
• Consult, and get support from, other colleagues.
• If necessary, refer to experts such as education welfare officers, social workers or educational psychologists.
• Challenge any homophobic or sexist comments immediately.

Specific Issues Statements

Language

During all RSE lessons, the correct terms for all body parts and functions will be used. If any slang words are used, the meanings of all words are clarified in a factual way and it is made clear to pupils which words are potentially offensive and that from this point onwards, the correct terms will be used. This aims to prevent bullying of children for not knowing definitions and overtly points out the offensive nature of some words – which also empowers staff to challenge the use of offensive words explicitly.

Using visitors to deliver SRE

External staff are occasionally used to deliver aspects of RSE but as their availability cannot be relied upon, the RSE programme is taught with no assumption of support from external speakers.

Whenever an external visitor is going to deliver a lesson or activity that is related to RSE, we encourage a planning session with the speaker and a member of the teaching staff to ensure that the input will be worthwhile and also to check the suitability of the content. All visitors are made aware of the RSE policy and all lessons are evaluated by staff.

The visitor will also be supervised by a member of staff at all times

Confidentiality

Pupils’ confidentiality is respected in all RSE lessons and pupils are made aware of the fact that what they say in RSE lessons will not be repeated to anyone else unless a member of staff suspects that the child or anyone else is at risk from harm. See the schools Confidentiality Policy for further details.

Informing parents/carers and parents right to withdraw their child

Before children embark upon a RSE programme, parents are informed by letter of their right to withdraw their child from RSE lessons and given an overview of the topics the child will be covering. Parents are also reminded that they can have a copy of the school’s RSE Policy on request, from the school office. Parents are also told that they can request to view all teaching resources that will be used in the delivery of their child’s RSE.

Parents do not have the right to withdraw their children from sex education covered in National Curriculum science.  They cannot withdraw from relationships or health education.  It also mentions in the guidance that good practice is likely to include the head teacher discussing the decision with parents and the benefits of them receiving this important education.

Procedures for pupils who are withdrawn from sessions

Provision is made for pupils whose parents wish their child to be removed from RSE lessons to work in another classroom while their class’ RSE is being delivered.

Child Protection Procedures

The school has an appointed member of staff who is responsible for child protection procedures. If a teacher suspects that a child is at risk from harm or neglect, they need to inform this person and record any evidence that supports their concerns.

As part of RSE ground rules teachers need to make it clear to pupils that if they suspect that anyone is at risk from harm, they will need to tell another adult.

Pupils’ Access to Help and Support

In RSE lessons and assemblies, pupils are reminded that if they ever find themselves where something is happening that they feel they cannot do anything about, they are to keep finding an adult to tell until someone does something to help with the situation.

The approach to potentially controversial and sensitive issues.

All staff are aware that everyone has views on RSE related issues. However, while it is respected that everyone has the right to their own viewpoint, all RSE issues are taught without bias. Topics are presented in a way that considers all viewpoints so that pupils are able to form their own, informed opinions but are also encouraged to respect the fact that others may have quite different viewpoints. Viewpoints that have a negative impact upon another person or group of people such as prejudice are always challenged.

Dealing with sexually explicit questions

After discussions with parents, governors and staff the following policy was decided on for dealing with sexually explicit questions during SRE lessons:

It will be made clear to pupils, by means of ground rules, that personal questions should never be asked by pupils or the teacher.

A question box will be provided while the RSE programme is being delivered and the pupils will be told that if there are any questions considered too explicit for that age group, they would not be answered. The judgement about which questions could or could not be answered would be based on whether or not it was closely relevant to the programme the school has decided upon.

Pupils will be told that during any RSE lesson, only questions that relate directly to the RSE lesson being covered will be answered. Any other questions should be placed in the questions box.

If several children start to ask questions about a particular topic (perhaps due to media coverage) then the RSE programme can be adapted to deal with this issue so as to prevent pupils from becoming misinformed or receive biased information.

If the child shows inappropriate sexual knowledge, child protection procedures would be consulted.

If a pupil asks a question relating to RSE issues at any other time, the child will be told that they will learn the answer in RSE. If it will not be answered during RSE time, it will be suggested that the child asks his or her parents/carers. This decision will be made on a case by case basis, as in the DfE guidance, it warns that children may go on to seek clarification from a less reliable source and staff will always be aware that a child may be asking due to a safeguarding issue.

Teachers’ Embarrassment

If a member of staff is extremely uncomfortable teaching RSE then provision will be made for another teacher that is known to the children to deliver the RSE.

The school feels that this course of action is justified as the member of staff that is uncomfortable with RSE is unlikely to do an effective job or to give positive messages about sexuality and/or body functions.

Dissemination of the policy

Staff at the school have actively been involved in reaching consensus on the content of the RSE policy and are aware of its content through discussion of the final draft. Parents will be invited to view the policy, via a letter, and a copy is always available for parents in the school office and on the website.  Parents/carers will be kept informed of any developments or opportunities in RSE. Governors have responsibility to the RSE policy production with updates and discussions happening during governors’ meetings.

Arrangements for Monitoring and Evaluation

The headteacher will be responsible for reacting to the responses of the whole school community to the RSE policy and programme which will be investigated every three years by means of a questionnaire, for parents and less formal methods for pupils.

Assessment will be carried out using the systems already in place under the ‘Jigsaw’ scheme for PSHE.