This policy has been reviewed, and updated to reflect Co-op Academy Hillside’s policy format. The content has not changed from the last consultation in 2019; however, it is good practice for schools and Academies to consult on the content of their Relationships and Sex Education Policy periodically, so the Academy is seeking the views of parents and carers, colleagues and Governors. The consultation will run from Monday 27th May to Monday 10th June, you can respond to the consultation in person on the date/times below, or via email to the office email address. hillside-office@coopacademies.co.uk

Consultation Meeting 1: Friday 7th June, 9am

Consultation Meeting 2: Friday 7th June, 3pm

Contents

1. Aims        3

2. Statutory requirements        3

3. Policy development        5

4. Definition        5

5. Curriculum        5

6. Delivery of RSE        6

7. Use of external organisations and materials        7

8. Roles and responsibilities        8

9. Parents’ right to withdraw        9

10. Training        10

11. Monitoring arrangements        10

Appendix 1: Curriculum map, and additional Notes        11

Appendix 2: By the end of primary school children should know        12

Appendix 3: Parent form: withdrawal from sex education within RSE        13

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 children for puberty, and give them an understanding of sexual development and the importance of health and hygiene
• Help children develop feelings of self-respect, confidence and empathy
• Create a positive culture around issues of relationships and identity
• Teach children the correct vocabulary to describe themselves and their bodies

At Co-op Academy Hillside  we believe that the teaching of RSE is extremely important for our children. The RSE that we deliver is carefully planned and intertwines throughout our curriculum. We ensure that RSE is taught in an age appropriate and sensitive way.

2. Statutory requirements

As a primary academy, we must provide relationships education to all children 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 children 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, taught in the Year 5 Unit -  ‘Animals, including
Humans’.

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 Hillside, we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, children and parents. 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. 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

4. Children consultation – we investigated what exactly children want from their RSE

5. Ratification – once amendments were made, the policy was shared with governors and ratified

4. Definition

RSE is about the emotional, social and cultural development of children, and this involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, exploring issues and values.

RSE is not about the promotion of sexual activity.

5. Curriculum

Our curriculum is set out as per Appendix 1. This is reviewed and adapted on an annual basis.

We have developed the curriculum in consultation with parents, children and staff, taking into account the age, needs and feelings of children.

Primary-age children will often ask their teachers or other adults questions pertaining to sex or sexuality which go beyond what is set out for Relationships Education. Given ease of access to the internet, children whose questions go unanswered may turn to inappropriate sources of information. If difficult questions are asked, teachers are expected to respond in an appropriate manner and inform parents of any conversations dealing with content that falls outside of statutory guidance.

The curriculum will focus on:

• Preparing boys and girls for the changes that adolescence brings

• How a baby is conceived and born ( non-statutory)

6. 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  (Year 5, ‘Animals, Including Humans’), and other aspects, such as tolerance and respect, are included in religious education (RE).

At Co-op Academy Hillside, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.

 The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.

For more information about our RSE curriculum, see Appendix 1.

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).

Children are introduced, at appropriate stages, to the correct terminology in their programme of sex education. It is important that acceptable and unacceptable terminology is clarified. After initial discussion, correct biological terms are used at all times for teaching.

Teachers answer questions that may arise through the direct teaching of sex education, as well as those that may be asked at other times. All questions are handled sensitively and openly and are set within a general context. They ensure that balanced information is provided which attempts to take into account the different faiths’ views and avoids any negative impressions.

Questions which teachers feel uncertain about answering are discussed with a senior member of staff or the Inclusion Manager and answered at a later date. Consideration is given to religious or cultural factors, and to parents’ wishes (where these are known) before questions are answered.

1.  Inclusivity

We will teach in a manner which:

• Considers how materials and topics relate to a diverse range of children
• Is sensitive to all children’s experiences
• Makes children feel safe, supported and able to engage with the key messages

We will also make sure that children learn about these topics in an environment that’s appropriate for them, for example in:

• A whole-class setting
• Small groups or targeted sessions
• Using a variety of formats
• Give careful consideration to the level of differentiation needed

2.  Use of resources

We will consider whether any resources we plan to use:

• Are aligned with the teaching requirements set out in the statutory RSE guidance
• Would support children in applying their knowledge in different contexts and settings
• Are age-appropriate, given the age, developmental stage and background of our children 
• Are evidence-based and contain robust facts and statistics
• Fit into our curriculum plan
• Are from credible sources
• Are compatible with effective teaching approaches
• Are sensitive to childrens’ experiences and won’t provoke distress  

7. Use of external organisations and materials

We will make sure that an agency and any materials used are appropriate and in line with our legal duties around political impartiality.

The school remains responsible for what is said to children. 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 the resources they intend to use:

• Are age-appropriate
• Are in line with children’ developmental stage
• Comply with:

• This policy
• The Teachers’ Standards 
• The Equality Act 2010 
• The Human Rights Act 1998 
• The Education Act 1996 

• 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 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
• Use materials produced by such agencies, even if the material itself is not extreme

8. Roles and responsibilities

8.1 The governing board

The governing board will hold the headteacher to account for the implementation of this policy.

The governing board has retained responsibility for the approval of this policy.

8.2 The Headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw children from components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

• Delivering RSE in a sensitive way
• Modelling positive attitudes to RSE
• Monitoring progress
• Responding to the needs of individual children
• Responding appropriately to children whose parents wish them to be withdrawn from 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.

All teaching staff are expected to take part in the delivery of the RSE curriculum.

8.4 Children

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

9. Parents and carers

9.1 Communication with parents

We inform parents of the RSE content for their child’s year group annually. Please see appendix 2 for an example letter.

9.2 Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education. The Academy will ensure that RSE is taught in a sensitive manner, taking into account children’s context and prior experiences.

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE (ie. how a baby is conceived and born).

Requests for withdrawal should be addressed in writing to the Headteacher using the form in Appendix 3.

10. 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 headteacher 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.

11. Monitoring arrangements

The delivery of RSE is monitored by Ciara O’Broin through termly learning walks, scrutiny of work and children voice

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

This policy will be reviewed by Ryan Lewis (Headteacher) and Michelle Mclaughlin (Inclusion Manager). At every review, the policy will be approved by the governing board and The Co-op Academies Trust.

Appendix 1: Curriculum map

Relationships and sex education curriculum map

DfE Parents Guide

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/907638/RSE_primary_schools_guide_for_parents.pdf

Appendix 1 - Additional Notes: Changing Me

Jigsaw’s ‘Changing Me’ unit is taught over a period of 6 weeks, usually in the second half of the summer term.

The Changing Me Puzzle is all about coping positively with change and includes:

• Reception Growing up: how we have changed since we were babies.
•  Year 1 Boys’ and girls’ bodies; correct names for body parts.
•  Year 2 Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is).
• Year 3 How babies grow and how boys’ and girls’ bodies change as they grow older. Introduction to puberty and menstruation.
• Year 4 Internal and external reproductive body parts. Recap about puberty and menstruation. Conception explained in simple terms.
• Year 5 Puberty for boys and girls in more detail including the social and emotional aspects of becoming an adolescent. Conception explained in simple biological terms.
• Year 6 Puberty for boys and girls revisited. Understanding conception to the birth of a baby. Becoming a teenager.

 All lessons are taught using correct terminology, child-friendly language and diagrams

Appendix 2: Example Letter Home

Dear parents and carers,

Relationship and Sex Education is part of the Personal, Social, Health and Economic (PSHE) curriculum. Primary schools are required to prepare their pupils for the onset of puberty and develop a curriculum which meets the needs of their pupils and families. From September 2020 all primary schools are required to have Relationships Education in place and a Relationships and Sex Education (RSE) policy.

In the summer term we will be working on our last unit of the programme ‘Changing me’.

This is an outline of the content of the lessons that your child will be receiving and the vocabulary that they will be introduced to:

 Year 6 Changing me

Word box: male, female, erection, ejaculation, hormones, wet dream, making love, masturbation, vagina, penis, testicles, anus, respect, old, uterus, womb, puberty, sperm, ovaries, sex, conception, menstruation, periods.

The lessons will include:

• Self-image
• Puberty
•  Conception to birth
• Boyfriends/girlfriends
• Real self and ideal self

If you would like more information or have any questions please contact Michelle McLaughlin, Inclusion Manager: 0151 677 9960.

Many thanks,

Mrs M McLaughlin

Appendix 3 - Parent form:

withdrawal from sex education within RSE