Provide a framework in which sensitive discussions can take place
Prepare pupils for puberty, 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
Safeguard our pupils against sexually harmful behaviour

Legal and statutory requirements

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

We offer full coverage of the National Curriculum including requirements to teach science which includes the elements of puberty and sex education contained in the science curriculum.

In teaching RSE, we are 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.

At Co-op Academy Parkland, we teach RSE as set out in this policy.

This policy complies with our funding agreement and articles of association.

Consultation Process

This policy was formulated in consultation with the whole school community with input from:

Members of staff in September 2022 - all school staff were given the opportunity to look at the policy and make recommendations. Teachers attended a staff meeting (TBC) in which the parent consultation findings were shared, along with the curriculum content and resources.
Governors through discussion at meetings and ratification of the policy (September 2022)
Parents/carers were consulted in December 2022. It will be repeated again in the Spring term within a Parent Forum.
Children and young people through the School Council and PSHE/circle time discussions October 2022.

Definitions

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.

RSE involves a combination of sharing information, and exploring issues and values. It is particularly important in supporting safeguarding.

Curriculum

Our curriculum is set out as per Appendix 1. We review and adapt it at least on an annual basis.

We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online. We base our curriculum on the ‘Jigsaw’ published curriculum. The chosen content prepares pupils well for their next stage and for adulthood. We have planned carefully to ensure pupils build their knowledge in a logical, progressive sequence.

Primary sex education will focus on:

Preparing boys and girls for the changes that adolescence brings

For more information about our curriculum, see our curriculum map in Appendix 1.

Delivery of RSE

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

Pupils also receive stand-alone puberty education sessions delivered by a trained health professional.

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

Being Me in my World
Celebrating Difference
Dreams and Goals
Healthy Me
Relationships
Changing Me

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 can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: Looked after children or young carers).

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

Roles and responsibilities

The Academy Governing Council

The Academy Governing Council will approve the RSE policy, and hold the Head of Academy to account for its implementation.

The Head of Academy

The Head of Academy is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from components of RSE.

Teaching staff

Staff are responsible for:

Delivering RSE in a sensitive way
Modelling positive attitudes to RSE
Monitoring progress
Responding to the needs of individual pupils

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 Head of Academy.

Pupils

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

Parents’ right to withdraw pupils

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

Training

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

The Head of Academy will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

Monitoring

The delivery of RSE is monitored by Sarah Steere and Beth Pascoe through:

pupil interviews, planning scrutinies, learning walks.

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

This policy will be reviewed by the Head of Academy annually. At every review, the policy will be approved by the Academy Governing Council. Parents will be consulted at least every two years.

Appendices

Appendix 1: Curriculum Map

When?

Relationships

Changing Me

Resources

Year 1

Summer 1 and 2

Belonging to a family

Making friends/being a good friend

Physical contact preferences

People who help us

Qualities as a friend and person Self-acknowledgement

Being a good friend to myself

Celebrating special relationships

Life cycles – animal and human

Changes in me

Changes since being a baby

Differences between female and male bodies (correct terminology)

Linking growing and learning

Coping with change Transition

Jigsaw Scheme.

Year 2

Summer 1 and 2

Different types of family

Physical contact boundaries

Friendship and conflict Secrets

Trust and appreciation

Expressing appreciation for special relationships

Life cycles in nature

Growing from young to old

Increasing independence

Differences in female and male bodies (correct terminology)

Assertiveness

Preparing for transition

Jigsaw Scheme.

Year 3

Summer 1 and 2

Family roles and responsibilities

Friendship and negotiation

Keeping safe online and who to go to for help

Being a global citizen

Being aware of how my choices affect others

Awareness of how other children have different lives

Expressing appreciation for family and friends

How babies grow

Understanding a baby’s needs

Outside body changes

Inside body changes

Family stereotypes

Challenging my ideas

Preparing for transition

Jigsaw Scheme.

Year 4

Summer 1 and summer 2

Jealousy

Love and loss

Memories of loved ones

Getting on and

Falling Out

Girlfriends and boyfriends

Showing appreciation to people and animals

Being unique

Having a baby

Girls and puberty

Confidence in change

Accepting change

Preparing for transition

Environmental change

Jigsaw Scheme.

Year 5

Summer 1 and 2

Self-recognition and self-worth

Building self-esteem

Safer online communities

Rights and responsibilities online

Online gaming and gambling

Reducing screen time

Dangers of online grooming

SMART internet safety rules

Self- and body image

Influence of online and media on body image

Puberty for girls

Puberty for boys

Conception (including IVF)

Growing responsibility

Coping with change

Preparing for transition

Jigsaw Scheme.

Year 6

Summer 1 and 2

Mental health

Identifying mental health worries and sources of support

Love and loss

Managing feelings

Power and control

Assertiveness

Technology safety

Take responsibility with technology use

Self-image

Body image

Puberty and feelings

Conception to birth

Reflections about change

Physical attraction

Respect and consent

Boyfriends/girlfriends

Sexting

Transition

Jigsaw Scheme.

Appendix 2 By the end of primary school, children should know:

Families and people who care about me	That families are important for children growing up because they can give love, security and stability The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
Caring friendships	How important friendships are in making us feel happy and secure, and how people choose and make friends The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
Respectful relationships	The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs Practical steps they can take in a range of different contexts to improve or support respectful relationships The conventions of courtesy and manners The importance of self-respect and how this links to their own happiness That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help What a stereotype is, and how stereotypes can be unfair, negative or destructive The importance of permission-seeking and giving in relationships with friends, peers and adults
Online relationships	That people sometimes behave differently online, including by pretending to be someone they are not That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met How information and data is shared and used online
Being safe	What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know How to recognise and report feelings of being unsafe or feeling bad about any adult How to ask for advice or help for themselves or others, and to keep trying until they are heard How to report concerns or abuse, and the vocabulary and confidence needed to do so Where to get advice e.g. family, school and/or other sources

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