CHALKWELL HALL INFANT AND JUNIOR SCHOOLS

RELATIONSHIPS AND SEX EDUCATION POLICY

Aims

We understand that it is our responsibility at Chalkwell Hall Junior School in partnership with parents to prepare our pupils for life beyond Primary school and to develop a curriculum which promotes the social, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences of later life

The aims of relationships and sex education (RSE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Prepare pupils for puberty, and 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

 

Statutory Requirements

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.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At Chalkwell Hall Junior School we teach RSE as set out in this policy.

 

Policy Development

This policy has been developed in consultation with staff, pupils 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. Covid-19 amendment – the consultation in 2021 took place via electronic submissions due to current guidance on meetings in school
  4. Pupil consultation – we investigated what exactly pupils want from their RSE
  5. Ratification – once amendments were made, the policy was shared with governors and ratified

 

Definition

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.

RSE is not about the promotion of sexual activity.

RSE is about the protection of the individual child through knowledge and education; allowing them to make keep themselves safe and the right choices.

As a junior school, we must provide relationships education by law, but we have chosen to teach sex education that is in addition to what’s covered in the science curriculum, in order to meet and address the needs of the local and broader community we serve.

 

Curriculum

Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.

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.

Primary sex education will focus on:

  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

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).

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

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

 

Roles and Responsibilities

 

The governing board

The governing board will approve the RSE policy, and hold the headteacher to account for its implementation.

 

The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from [non-statutory/non-science] components of RSE (see section 8).

 

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
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the 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.

Mr Fleury and Mr Baldwin lead on the delivery of RSE across the school, but all teaching staff have a responsibility to delivery RSE, with guidance and appropriate training.

 

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

Primary schools insert:

Parents do not have the right to withdraw their children from relationships education.

Parents have the right to withdraw their children from the [non-statutory/non-science] components of sex education within RSE.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

Alternative work will be given to pupils who are withdrawn from sex 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 headteacher is also likely to invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

 

Monitoring Arrangements

The delivery of RSE is monitored by the PSHE & RSE Lead, which is currently Mr Clive Fleury and Aaron Baldwin, through:

Direct conversations and curriculum with year teams, planning scrutinies, learning walks, staff questionnaires and student feedback.

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

This policy will be reviewed by Clive Fleury and Aaron Baldwin annually. At every review, the policy will be approved by the governing body.

 

Approved July 2021