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Tudor Primary School

Relationships Education Policies

Relationships, Sex & Health Education (RSHE) Policy

 

Vocabulary :

  • RSHE: Relationships, Sex  & Health Education
  • PSHE: Personal, Social, Health & Economic Education  
  • SMSC:  Social, Moral, Cultural and Spiritual Education
  • HIT     : (Ealing) Health Improvement Team
  • ICT: Information and Communications Technology
  • RE: Religious Education

 

 

Level of approval: Children, Families, Communities Committee    (CFCC)

Date of approval:  June 2024                          Date of review: when changes occur

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APPENDIX 1: Ealing Primary School PSHE Scheme of Work Yearly overviews

APPENDIX 2:  Curriculum coverage – science, relationships education, and health education

APPENDIX 3: Relationships Education learning questions for Autumn and Summer term  (taken from the wider Ealing PSHE scheme of work)

Appendix  4: Vocabulary  Overview

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1 . Rationale

  • The following policy refers to Relationships, Sex and Health Education (RSHE) at Tudor Primary School. 
  • This policy has been developed in lengthy consultation with staff, pupils, parents, and Governors.
  • The Department for Education and Ofsted have clearly outlined aspects of Relationships Education that are statutory in all primary schools; this policy addresses how these policies are addressed in our school provision.
  • Relationships, Sex & Health Education (RSHE) provides an excellent forum to provide pupils with life skills that will enable them to make informed decisions and protect themselves against harmful and exploitative situations. Relationships, Sex & Health Education is therefore a tool to safeguard children.
  • Relationships, Sex & Health Education contributes to the foundation of PSHE (Personal, Social, Health & Economic Education) and Citizenship and offers a valuable vehicle for promoting equality between individuals and groups. It involves an exploration of human and social diversity, and a fostering of self-worth whilst recognising, accepting, and respecting differences.
  • Aspects of RSHE are taught as an integral part of the school’s PSHE provision throughout the primary school from Reception to Year 6. In this way, children can develop their ideas, knowledge, and skills gradually and appropriately in a non-threatening environment.
  • 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 and have regard to guidance issued by the Secretary of State as outlined in section 403 of the Education Act 1996.

 

  • Sex Education in this school is delivered during one lesson at the end of Year 6; this lesson focuses on the biological process of conception. It is taught after a sequenced series of relationships and health education lessons, which have covered the changes that occur during puberty and the reproductive organs of males and females. The final sex education lesson brings together this learning to explain the process of conception.
  • This single sex education lesson is the only lesson within the school RSHE curriculum that parents may withdraw their child from. Statutory elements of sex education are also taught in the National Science Curriculum (see Appendix 2).
  • In judging the overall effectiveness of our school, Ofsted will also require evidence of pupils’ personal development. The delivery of an age-appropriate and well-taught RSHE  curriculum, within a comprehensive PSHE curriculum, will contribute to this judgement.

2. Moral and Values Framework

The  RSHE Policy will be sensitive towards the established morals and values framework of all the major world religions and philosophies. In its implementation, it will draw from the practical experiences of those who represent the various religious and philosophical groups within the local community. The RSHE Policy will be complementary with the Religious Education Policy of our school.

3. Equal Opportunities Statement

Schools are required to comply with the relevant requirements of the Equality Act 2010. The school is committed to the provision of RSHE to all of its pupils and to the differing needs of boys and girls. Our programme aims to respond to the diversity of children’s cultures, faiths, and family backgrounds. All protected characteristics, as defined by the Equality Act, are therefore respected within our policy and teaching. All staff are expected to give every pupil the chance to experience, participate, and achieve an understanding of RSHE. Equal time and provision will be allocated for all groups, but there may be occasions where children with special educational needs (SEN) or other needs, eg, EAL,  are given extra support.

Tudor Primary School believes that RSHE should meet the needs of all pupils, and staff are required to teach accurately and sensitively, answer appropriate questions, and offer support when required.

The planning and organising of teaching strategies will be consistently reviewed through e.g. lesson observations, to ensure that no pupil is disadvantaged.

 

4. Aim and objectives

This policy aims to enable the effective planning, delivery, and assessment of RSHE.

Objectives are for primary school pupils to:

  • Understand how to keep their bodies healthy and clean;
  • Understand how to keep themselves and their bodies safe;
  • Help pupils recognise what healthy relationships include, e.g.,g. respect, manners, trust, kindness, communication, etc.
  • Help pupils recognise healthy friendships, e.g,. control, bullying, abusee, disrespect, dishonesty, etc
  • Understand appropriate privacy and permission /consent using the PANTS rule, online safety, ty etc
  • Develop confidence in talking, listening, and thinking about feelings and relationships;
  • Help pupils develop lop feeling of self-respect, confidence, and empathy;
  • Teach pupils the correct vocabulary to describe themselves and their bodies.;
  • Be prepared for puberty and understand the basic changes that happen during puberty.
  • Provide a framework in which sensitive discussions can take place.
  • Foster respect for the views of other people

 

Training:

Staff are trained on the delivery of RSHE before they begin teaching it, and it is included in our continuing professional development calendar.

The headteacher may also invite visitors from outside the school, such as school nurses or the health improvement team, to provide support and training to staff teaching RSHE.

 

Teaching staff in our school should be confident:

  • In planning, delivering, and assessing RSHE
  • In answering parents’ questions and dealing with sensitive issues
  • Accessing support to maintain their confidence in this field

5. Delivery and organisation  of RSHE

  • As a school, we use the Ealing PSHE scheme of work to deliver PSH, E, which was relaunched in Spring 2024 with updated resources to provide greater consistency across Ealing. The  Ealing scheme of work meets all statutory requirements for relationships and health education and was developed in collaboration with teams across the Local Authority, including schools, parents, Public Health, and Race Equality.
  • Our PSHE  curriculum is split into three main topics: Relationships Education, Health Education, and Living in the Wider World.
  • RSHE is not delivered in isolation but firmly embedded in all curriculum areas (e.g. ICT, R, E, and Science) as well as primarily in PSHE ( Personal, Social, Health and  Economic )
  • Our RSHE curriculum is taught as part of the  PSHE curriculum.
  • Relationships and Healteducationn,s such as keeping safe, personal boundaries, good and bad touch, healthy friendships, online safety, peer pressure, saying no, the PANTS rule, famili, es and people who care for me are also integrated into lessons throughout the school year to ensure a consistent spiralling approach to keeping safe
  • Relationships and Health Education are divided acrothe ss Autumn and Summer terms and Living in the Wider World is taught across the Spring Term.
  • Biological aspects of Relationships and Health Education are taught within the Science curriculum. A breakdown of what is covered in Science, Health Education, and Relationships Education can be found in Appendix 2.
  • Relationships and Health Education are mainly taught across the Autumn and Summer terms. The autumn term explores friendships and personal health, including physical and mental health. The summer term explores families and relationships with people in the community who can support us, such as emergency services.
  • Health education in the Summer term for pupils in Year 4 onwards discusses the changing adolescent body and the changes that will happen as children grow up.
  • This sequence of  Health Education lessons for Year 6 pupils culminates in the one sex education lesson which covers reproduction.
  • This lesson builds upon the knowledge of the male and female reproductive systems, which have been taught within health education lessons.
  • RSHE is normally delivered by the class teacher. ( See below for Visitors Policy if used.)
  • For more information about our Relationships, Sex and Health Education curriculum, see appendix 1-3. Appendix 3 outlines the learning objectives for Relationships Education, and Appendix 4 outlines the vocabulary our school uses during these lessons.
  •  

Health Education:

Health Education is categorised by the following topics as per the DfE statutory guidance.

  • Mental Wellbeing
  • Internet Safety and Harm
  • Physical Health and Fitness
  • Healthy Eating
  • Drugs, Alcohol, and Tobacco (inc Vaping)
  • Health and Prevention
  • Basic First Aid
  • Changing adolescent body

 

  • These topics are taught at age-appropriate intervals between Reception and Year 6.  

 

  • A significant proportion is delivered in the Autumn and Summer terms; however, themes are revisited throughout the year to ensure information is being applied to other relevant areas of the curriculum.
  • The changing adolescent body (puberty) is covered in years 4, 5, and 6.
  • It is covered at this age to ensure children are prepared for the emotional and physical changes that will happen during puberty.
  • Lessons around puberty begin by ensuring children understand the distinct stages of the life cycle. Children should recognise that whilst they are currently in childhood, these changes will begin and continue through adolescence and are preparing their bodies for adulthood.
  • Within these lessons, children will be taught about hormones, the reproductive systems of males and females, and the menstrual cycle.
  • This content is introduced gradually from Year 4 onwards.
  • By Year 6, students will have a comprehensive understanding of the changes that happen during puberty and the workings of the male and female reproductive systems.
  • It is at this point that the one Sex education class is taught, ht which explains the scientific process in which the life cycle continues through reproduction and conception.
  •  This lesson covers the scientific process of how a baby is conceived and born, and how this correlates to the reproductive systems of males and females. Videos are not used, and only simple scientific diagrams are used (not pictures).

 

Relationships Education:

  • Relationships Education at primary school focuses on relationships that are relevant to children at this life stage, so lessons focus on families, friends, and other professionals who support children and are covered in an age-appropriate way from EYFS to Y6  (see appendix 1  for more detail):
  • Relationships Education focuses on teaching the fundamental building blocks and characteristics of positive relationships, including:

o          Families and people who care for me

o          Caring friendships

o          Respectful relationships

o          Online relationships

o          Being safe

  • All staff have access to training and/or INSET opportunities to ensure and maintain their confidence in delivering RHE. The Ealing Health Improvement Team offers regular training on RSHE to support staff. This helps teachers stay aware of issues that may arise from teaching and learning about RSHE.

RSHE is delivered:

  • Mainly by the teacher.
  • In mixed gender groups, other than when it is deemed more appropriate for topics to be covered in single sex groups.
  • During circle time activities with an emphasis on being safe, raising self-esteem, etc.
  • By external agencies helping us to deliver RSHE in our schoo,l including the School Health Nurse, Ealing Health Improvement Team etc.

 

Content:

 

  • Our school uses the Ealing PSHE scheme of work to deliver PSHE and Relationships Education.
  • Biological aspects of RSHE are taught within the science curriculum, and other aspects are also included in health education.
  • A breakdown of what is covered in Science, Health Education, and Relationships Education can be found in Appendix 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 can include single parent families,, multigenerational 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).

 

 

The changing adolescent body (puberty) is covered in years 4, 5, and 6. It is covered at this age to ensure children are prepared for the emotional and physical changes that will happen during puberty. Puberty is part of the statutory Health Education curriculum (see Appendix 2).

 

Sex education is covered in year 6 only. This lesson will focus on preparing boys and girls for the changes that adolescence brings and the scientific process of how a baby is conceived and born.

 

Managing Discussions:

 

The following are protocols for discussion based on lessons with pupils (‘Ground Rules’)

•       No one (teacher or pupil) will have to answer a personal question.

•       No one will be forced to take part in a discussion.

•       Only correct/agreed-upon names for body parts will be used.

•       Meanings of words will be explained sensibly and factually.

•       The use of a question box may help to lessen the embarrassment of asking questions.

•       Teachers may use their discretion in responding to questions and may say, for example:

    • The appropriate person to answer that question is the parent.
    • The question can be discussed one-on-one after class.
    • The topic will be covered at a later stage in their RSHE.

Resources:

Materials used reflect the consultation with parents/carers and the Health Improvement Team.

Age and cultural backgrounds of the pupils are regarded in the images used.

Assessment & Evaluation of Learning and Teaching

Assessment of RSHE is conducted through the monitoring and observation of pupils’ learning concerning the following:

  • Knowledge and understanding gained.
  •  Skills learnt and developed.
  •  Attitudes and values explored.
  •  Responses offered by pupils.

 

Assessment is also conducted in the following ways:

  • Peer assessment
  • Self-assessment
  • Teachers delivering RSHE should constantly evaluate their lessons to inform future planning.
  • The PSHE Subject Team monitors the implementation of Relationships and Health Education. This monitoring is done through book scrutiny, lesson observations, pupil conferencing sessions, and staff focus groups.
  • Relationships and Health Education is assessed and evaluated by using the Ealing PSHE scheme of work.

 

7. Visitors Policy:

  • Visitors are invited to the school because of a particular expertise or contribution they can make, eg, the School Nurse may be invited to support the lesson on puberty.
  • All visitors are familiar with and understand the school’s RSHE policy and work within it.
  • All visitors are familiar with and understand the school’s confidentiality policy and work within it.
  • All input to RSHE lessons is part of a planned programme and negotiated and agreed with staff in advance.
  • All visitors are supervised/supported by a member of staff at all times.
  • The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning.
  • The school will continue to liaise with the local secondary schools to ensure that the programme for RSHE  is continuous at KS3.

 

Specific Issues within RSHE

Confidentiality and Child Protection

This policy should be read in conjunction with the Child Protection Policy. Concerning child abuse and protection procedures, staff will follow the school’s child protection policy. 

Staff will also be referred to the:

DfE’s 2023 document on ‘Keeping children safe in education’- statutory guidance for schools and colleges

Keeping children safe in education 2023 (publishing.service.gov.uk)

Working together to safeguard children 2023

Working together to safeguard children 2023: statutory guidance (publishing.service.gov.uk)

 

8. Partnership with Parents:

This policy was developed in thorough consultation with parents and carers.

The school views parents as partners in the delivery of RSHE. Parents will be informed about the RSHE programme in Summer Term 1 as part of the information provided on what their children will be learning.

The school will liaise with parents through different means, including:

  • Offering an RSHE  information meeting ( Y5 & 6)
  • The School website
  • Info Leaflet/Letter
  • Parent App

The school encourages parents to voice their concerns about RSHE  with their child’s teacher, and will be invited to view materials. Parents wishing for further support with talking to their child about RSHE  issues can contact the school.

This policy will be available on the school website for parents.

Parents will be signposted to:

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education/relationships-education-primary

9. Child Withdrawal Procedure

Since September 2020, all schools in England have been required to teach Relationships and Health Education in line with DfE and LA guidance. This is a statutory curriculum requirement for all primary schools. Relationship and Sex Education is also informed by the statutory Science Curriculum.

 Relationships, Sex  & Health Education is to be taught across the curriculum, and it will not be possible to separate all the Sex Education lessons.

Parents do not have the right to withdraw their children from statutory Relationships and Health Education lessons (see outline of Relationships and Health Education in Appendix 2). Parents also cannot withdraw their children from the statutory National Science Curriculum (see Appendix 2)

Sex Education is taught for one lesson in year 6 only and refers to the biological process of fertilisation and conception. It has built upon knowledge that has been introduced through an age-appropriate spiral curriculum. We do not use photographs or any content which could would be inappropriate for children.

We teach boys and girls separately using the same gender teacher. 

Human Reproduction is not a statutory part of Relationships Education. However, we teach sex education in year 6, because we feel children should be educated by Teachers and Parents, rather than through playground talk and via social media/internet.

Parents only have the right to withdraw their child from this one lesson.

However, we would highly recommend that all children take part in this lesson., If you wish to withdraw your child from sex education lessons, the school cannot guarantee that your child will not hear about the content of lessons from other pupils, e.g,. On the playground, walking home from school, etc. By withdrawing children from sex education lessons, they may seek the information from elsewhere, e.g,. Friends, siblings, and the internet. These sources of information may be incorrect and unreliable, and can expose children to information that is not appropriate for their age. These sources of information are often incorrect and unreliable, and can expose children to information that is not appropriate for their age.

In the event of a child being withdrawn from a lesson, that child must stay in school and will be assigned to another class until that specific lesson is over. Lessons about keeping safe, good and bad touch, people who help us, good friendships, and peer pressure are taught throughout the year.

 If a parent/ guardian feels it necessary to withdraw their child, they should arrange to come to school and discuss their concerns with the head teacher or PSHE coordinator, and confirm in writing.

In the unlikely event that the concern cannot be dealt with, the Governors and then the Local Authority will be contacted.

9. Roles and responsibilities

The governing board

The governing board will approve the Relationships and Health Education policy and hold the headteacher to account for its implementation.

 

The headteacher

The headteacher is responsible for ensuring that Relationships and Health Education is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of Relationships Education (see Appendix 2).

 

The PSHE/RSHE Lead

The member of staff in charge of leading Relationships and Health Education must:

  • Ensure staff are trained and confident in delivering RSHE before it is taught
  • Ensure materials are consistent and age-appropriate for use
  • Liaise with parents to ensure they are aware of the curriculum
  • Monitor the delivery of RSHE across the school
  • Regularly assess the impact of the delivery and effectiveness of RSHE by engaging with staff, pupils, and parents.

 

Staff

Staff are responsible for:

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

 

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

 

All teaching staff, including cover teachers, will deliver Relationships Education lessons.  The PSHE Team is responsible for leading PSHE and RSE in this school.

 

Pupils

Pupils are expected to engage fully in Relationships and Health Education and, when discussing issues related to Relationships Education, treat others with respect and sensitivity. Pupils should apply the knowledge and skills learnt with this curriculum to all areas of their lives at the appropriate stages.

 

Parents

Parents should support their children within the home by engaging with the content delivered in Relationships and Health Education lessons. Parents should encourage children to continue using the correct terminology for body parts, be available to answer questions, and support children in making informed decisions about their health and well-being.

 

Signatures:

 

…………………………………                                     …………………………………                                     …………………………………    

 

Headteacher, Governor, PSHE coordinator

 

 

 

 

APPENDIX 4: Health Education (Summer Term)- Key Words and Definitions

The following document provides parents with a guide to the key words that form part of the education around health education, puberty, and adolescence. These definitions are embedded into lessons that support children to access this material in a child-friendly manner. 

 

Content and language first delivered in Year 3 will be repeated and built on every year onwards.

The new terminology or extended definitions are indicated for each year group.

Parents are encouraged to use this to discuss the topics of puberty at home.

Appendix 4   - Health Education (Summer Term)- Key Words: Below is a list of vocabulary from Relationships Education lessons. Vocabulary from each year group is carried forward to the next year group (e.g., year 3 vocabulary will be revisited in year 4).

APPENDIX 5: Sample letters for PARENTS (please amend appropriately for your school)

 

 

 

Dear Parents and Guardians,

 

As we approach the summer term, children will be focusing on the topics of relationships and health education as part of their PSHE Lessons. From Key Stage 2 onwards, they will be exploring the statutory health topic of the changing adolescent body and exploring how their bodies are changing in preparation for the next stage of the life cycle, and exploring relationships with family and professionals who play a vital role in protecting them from harm.

It is at this point that children in Year 6 will receive their one additional sex education lesson, which develops their knowledge of puberty, human biology, and covers the process of reproduction. As this lesson is a non-statutory component, parents have the right to withdraw their children from this lesson. However, we encourage parents to engage with the school and our PSHE lead before finalilsing this decision.

Our aim is to ensure that your children grow up happy, healthy, and safe, so this element of the curriculum is essential in ensuring children have the necessary knowledge and skills to navigate situations they face now or in the future.

We want to emphasize that we recognize and respect the vital role parents play as the primary educators of their children, especially when it comes to matters of relationships and growing up. The school and the local authority continue to value and support your role in shaping your child's understanding of these crucial aspects of life.

However, we also believe that a well-rounded education involves a collaborative effort between school and home. The curriculum serves as an essential tool to reinforce and complement the values and lessons you instill at home. It provides a structured and age-appropriate platform for delivering important messages about relationships, health, personal well-being, and safety.

We encourage you to take an interest in your child's learning by engaging with them about the topics covered in the PSHE curriculum. We believe that open communication between school and home plays a crucial role in reinforcing positive values and fostering a supportive environment for your child's overall development.

We would like to take this opportunity to invite you to a Parent Workshop to discuss the upcoming content which is a statutory part of the PSHE curriculum allowing us to meet the statutory requirements for relationships and health education.

Our RSHE (CHANGE NAME IF NEEDED) workshop will be held (INSERT DETAILS HERE) and will be delivered by our PSHE Lead (or LOCAL AUTHORITY LEAD FOR PSHE and RSHE)

Should you have any questions or concerns about PSHE or the upcoming Relationships and Health topic, please feel free to reach out to your school's PSHE Lead (INSERT Name and details Here)

We value your partnership in providing the best possible education for your children.

Thank you for your continued support and collaboration.