Relationships Education Policy   (REP)

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

Date of approval: November 21               Date of review:  As and when there are changes.

1. Rationale

Definition: We define Relationships Education as learning about caring friendships, families and people who care for me, respectful relationships, online relationships, being safe, growing up and puberty.

The following policy refers to Relationships Education at Tudor Primary School – Ealing.

Tudor Primary School aims to fulfil the educational needs of as wide a group of children as are represented in the local community. The children come from a varied cross section of the local community and represent different social ethnic and religious values, beliefs and customs.

We define Relationships Education as learning about the emotional, social and physical aspects of:  growing up, relationships, sex, keeping safe, recognising and responding to appropriate and inappropriate touch.

Relationships Education 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 Education is therefore a tool to safeguard children.

Aspects of our Relationships Education Policy (REP) 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 are able to develop their ideas, knowledge and skills gradually and appropriately in a non-threatening environment.

Sensitive topics are never covered in isolation, but form part of a wider safeguarding curriculum where children learn and build on the knowledge and skills they need to keep themselves safe. This spiral approach ensures that children have the skills, knowledge and language needed to keep themselves safe in a variety of scenarios.

Aspects of Relationships Education 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 are able to develop their ideas, knowledge and skills gradually and appropriately in a non-threatening environment.

Sex Education is also covered in Relationships Education during the summer term. Aspects of sex education are also covered in the National Science Curriculum (see appendix 1). Sex education is defined in this policy preparing boys and girls for the changes that adolescence brings and the scientific information about conception at an age appropriate level.

Moral and Values Framework:

The Relationships Education Policy (REP) will be complimentary with the Religious Education Policy of our school. The REP 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.

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. We are not required to provide sex education, but we do need to teach the elements of sex education contained in the science curriculum. Our school also delivers sex education as part of Relationships Education. Parents can withdraw from sex education lessons (see section 8).

Relationships Education Policy at Tudor Primary School:

3. Policy development

This policy was developed in consultation with parents, staff, pupils and governors and was approved by the Governing Body. It gives regard to Safeguarding and good practice guidance from Ofsted, the DfES and the local authority.

Pupils were consulted via an online pupil survey and a pupil focus group. The results were then used to inform development and delivery within school.

Staff were consulted via an online staff survey. This informed policy development, training, support needs and practice delivery. Arrangements were made for staff to contribute to and develop this Relationship Policy.

Parents were consulted via an online Relationships Education parents’ survey. This informed policy development and also identified additional work that was needed with parents to raise their knowledge and awareness. Parents were given the opportunity to look through the policy and offer comments/suggestions and were also consulted via a parent workshop.

Governors were consulted on this policy via the Children, Families & Communities Committee (CFCC). The policy was then ratified by the governing body on 09/07/2020. Post pandemic, this is an updated version and clarification of the REP policy.

4.  Aim and objectives

The aim of this policy is to enable the effective planning, delivery and assessment of Relationships Education.

Objectives are for primary school pupils to:

• Develop confidence in talking, listening and thinking about feelings and relationships;
• Understand how to keep their bodies healthy and clean;
• Understand how to keep themselves and their bodies safe;
• Help pupils develop feeling of self-respect, confidence and empathy;
• Help pupils recognise healthy friendships;
• Provide a framework in which sensitive discussions can take place;
• Foster respect for the views of other people
• Understand the physical development of their bodies as they grow into adults ( linked to Dfe  statutory Science curriculum)
• Understand the way humans reproduce ( linked to Dfe  statutory Science curriculum)
• Teach pupils the correct vocabulary to describe themselves and their bodies( linked to Dfe  statutory Science curriculum)
• Be prepared for puberty and understand the basic changes that happen during puberty( linked to Dfe  statutory Science curriculum)
• Understand the matters of personal hygiene and related health issues.

REP also strongly links to our School Drivers of Personal Growth and Communication as well as being integral to Safeguarding.

Objectives are for teaching staff to be confident in:

• planning, delivering and assessing Relationships Education
• answering parents’ questions and dealing with sensitive issues
• supporting children to understand how to keep themselves safe
• answering challenging questions from pupils

5. Equal Opportunities.

• Tudor Primary School believes that Relationships Education should supportively meet the needs of all pupils and be able to deal honestly and sensitively in answering appropriate questions.
• The school is committed to the provision of Relationships Education to all of its pupils and meet the differing needs of boys and girls.
• Regard will be given to children’s level of understanding and need and provide differentiated support if appropriate. 
• Our programme aims to be responsive to the diversity of children’s cultures, faiths and family backgrounds.
• The planning and organising of teaching strategies will be reviewed through e.g. lesson observations to ensure that no pupil is disadvantaged.
• All staff are expected to give every pupil the chance to experience, participate and achieve their understanding of Relationships Education.

6. Delivery of RSE: Content, delivery and training

Content:

Relationships Education is taught within the personal, social, health and economic (PSHE) education curriculum.

Our school uses the Ealing PSHE scheme of work to deliver PSHE and Relationships Education. Biological aspects of Relationships Education are taught within the science curriculum, and other aspects are also included in health education. A break down of what is covered in Science, Health Education and Relationships Education can be found in appendix 1.

The main aspects of Relationships Education are covered in the Summer Term as part of PSHE (See appendix 2) however many aspects of keeping safe, good and bad touch, healthy friendships, online safety, peer pressure, saying no, the PANTS rule, families and people who care for me are taught throughout the school year to ensure a consistent spiraling approach to keeping safe.

Relationships Education 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

The above points are covered in an age appropriate way from EYFS to Year 6 (see appendix 2 for more detail). 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, multi-generational households, step families,  families headed by grandparents, adoptive parents, LGBT parents , foster parents/carers etc ) 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 1).

Sex education within the REP is covered in year 6 only. In these lessons 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.  Aspects of human biology are also covered within the statutory Science Curriculum.

For more information about our Relationships Education curriculum, see appendix 2 and 3. Appendix 2 outlines the learning objectives for Relationships Education and appendix 3 outlines the vocabulary our school uses during these lessons.

Delivery:

Relationship Education lessons follow the Ealing PSHE Scheme of work.

All year groups from Nursery to Year 6 follow this scheme of work.

Material is reflective to be age appropriate.

Materials used in the scheme reflects consultation with parents/carers and the School Health Service.

Age and cultural backgrounds of the pupils were regarded in relation to images used by Ealing.

The range of material used is available to parents/carers

 Lessons cover a balance of knowledge, understanding, exploring values and attitudes.

Assessment is done as part of the wider PSHE curriculum.

Relationships Education will usually be delivered by a member of school staff, usually the child’s class teacher.

It is delivered in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups. If an external visitor is delivering all or aspects of Relationships Education, parents will be informed.

The biological changes are taught within the National Compulsory Science Curriculum and the emotional changes, relationships and keeping safe are taught within the PSHE curriculum.

Within the PSHE scheme, the theme of Relationships (including friendships, families etc) is taught in the Summer Term.

For the purposes of an increased understanding, science and PSHE lessons for Relationships Education are in Y5 & 6  are  usually  taught as one combined session in the Summer Term.

Staff are aware that views around RSE related issues are varied. However, while personal views are respected, RSE issues are taught without bias. Pupils are encouraged to respect others that may have a different opinion.

Both formal and informal RSE questions arising from pupils are answered according to the age and maturity of the pupil(s) concerned.

Questions do not have to be answered directly and can be addressed individually later.

The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Lead if they are concerned.

The following are protocols teachers follow for discussion (‘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 names for body parts will be used
• Meanings of words will be explained in a sensible and factual way
• The use of a question box may help to lessen 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 your parent
  • The question can be discussed one to one after class
  • The topic will be covered at a later stage in their Relationships Education

The PSHE Leadership Team (senior leaders including Headteacher Ms Kalra and Assistant Head teacher Mrs Magan) monitor the implementation of Relationships Education. This monitoring is done through book scrutiny, lesson observations, and pupil conferencing sessions and staff focus groups.

Relationships Education is assessed and evaluated by using the Ealing PSHE scheme of work.

Training:

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

Teachers can request additional training or support if needed.

To support and signpost teachers them to appropriate resources, they may be signposted to Ealing Health Improvement Team which offers training and INSET on Relationship Education.

Teachers are monitored to review baseline confidence levels in delivering REP. This informs training and support needs e.g.  Whole school staff INSET, signposting to external Relationships Education training etc.

Year 6 teachers will access courses and/or INSET opportunities to assist staff involved in the delivery of REP.

Teachers need to be sure that they are aware of issues that may arise out of teaching   and learning about REP.

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 RSE.

7.  Child protection

There may be rare occasions when a teacher is directly approached by a primary aged child who is sexually active, contemplating sexual activity and/or is being sexually abused. With respect to child abuse and protection procedures, staff will follow the school’s child protection policy.   Our Head teacher, Assistant Headteacher (Mrs Magan), Senco (Ms Hafeez) and Y5/6 Phase Lead (Mr Coakley) are all trained Safeguarding Officers.  Further contacts are found in our Safeguarding Policy on our website or on request.

Staff will also be referred to the: DfE’s 2019 document on ‘Keeping children safe in education’- statutory guidance for schools and colleges https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Working together to safeguard children 2018

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

8. Partnership with Parents

The school views parents as partners in the delivery of Relationships Education.  Parents will be informed about the Relationships Education programme as part of the PSHE Scheme as part of information p on what their children will be learning.   More specifically for Y5/6, parents are also informed   before the Summer Term lessons are delivered.

The school will liaise with parents through:

• Information sessions
• Newsletters
• School website
• Letter (Appendix 4)

The school encourages parents to discuss Relationships Education with their headteacher, PSHE lead or the child’s class teacher and are invited to view materials.   This policy will be available on the school website for parents.

Right to withdraw

• 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 1).
• Parents also cannot withdraw their children from the statutory National Science Curriculum (see appendix 1)

• Parents have the right to withdraw their children from the non-statutory components of sex education (taught in year 6 only) within Relationships Education (see appendix 1).

 Requests for withdrawal from these lessons should be put in writing and addressed to the headteacher. 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.

If you 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. 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 are open incorrect and unreliable and can expose children to information which is not appropriate for their age.

9. Roles and responsibilities

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

The governing board has delegated the approval of this policy to the Children, Families and Communities Committee.

The headteacher

The headteacher is responsible for ensuring that Relationships Education is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of Relationships Education (see appendix 1).

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.

Pupils

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

Signatures:

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

Headteacher                                      Governor                                                       PSHE coordinator

APPENDIX 1: Curriculum coverage – science, relationships education and health education

APPENDIX 2: Relationships Education learning objectives (taken from the wider Ealing PSHE scheme of work)

APPENDIX 3: The table below outlines the vocabulary used in Relationships Education lessons

At the heart of effective, age appropriate REP is the teaching about Healthy Relationships, boundaries, inappropriate behaviour and touch, consent and risk minimisation.

Our pupils should leave school safe from and resilient to factors that lead to unhealthy relationships and situations. Information about sensitive issues e.g. online safety, and radicalisation/ extremism may also be covered. If the school elects to cover female genital mutilation (FGM), parents will be consulted first.