Health Education and Relationships and Sex Education (RSE) became compulsory for all secondary-age pupils in September 2020. Health Education and Relationships Education is also compulsory for all primary-age pupils, whereas it is simply a recommendation that all primary schools should have a Sex Education programme tailored to the age and the physical and emotional maturity of the pupils. This is in response to the need to support children and young people to be safe and healthy in their relationships and improve academic outcomes and their personal and social lives in positive ways. The need for this has become all the more imperative in response to the increased risks children and young people may face through online activities.

The Trevor-Roberts RSE policy and its implementation have been developed in line with statutory guidance published by the DfE for Relationships Education, Relationships and Sex Education, and Health Education in England (2019). It links to our Safeguarding Policy and ICT and Online Safety Policy as it addresses the welfare, safety and health of all pupils.

This policy has been written with reference to Section 405 of the 1996 Education Act, Section 80A of the Education Act 2002 and the Equality Act 2010.

Relationships Education (RE)

Trevor-Roberts aims to foster pupil well-being and develop the resilience and character that are fundamental to being happy, successful and productive members of society. This is complemented by a focus on kindness, integrity, honesty and generosity. The aim is to help the children develop the knowledge and self-confidence needed to help them make informed decisions about their well-being, health and relationships and to build their self-efficacy. We want to help them put this knowledge into practice, developing the capacity to make good decisions in sometimes contradictory, challenging and often complex situations. As well as developing resilience and good judgement, it is important that the children know when to ask for help and understand where, when and how to access support.

The Department of Education has recommended that Relationships and sex and health education are taught within a wider framework of Personal, Social, Health and Economic (PSHE) Education which is taught throughout the school both formally in (their) PSHE lessons and informally in a holistic approach as a part of children’s spiritual, moral, social and cultural development. RSE is part of a broader PSHE education programme, helping pupils to think about the different social contexts, influences and beliefs that affect personal behaviour. There is also strong research evidence to suggest that high-quality learning and teaching in PSHE education also contributes to attainment across the curriculum. It (also) develops positive vocabulary and the strategies and skills that children and young people need to stay healthy and safe and flourish. Whilst there are times when specific focus is given to Relationships Education, we believe it should form an intrinsic part of a much broader programme of study within PSHE and the wider pastoral education the children receive on a day-to-day basis.

Healthy Relationships is the PSHE topic for all pupils during the first half of the summer term. Specific focus is given to Relationships Education in the summer term of Medius/Transitus and the summer term of Primus in order to support the children in their transition to senior schools and the increased social pressures they may experience. The full list of topics that children should know by the end of Primus/LKS3 is outlined in Appendix 1.

From Octavus up to Medius/Transitus, the aim is to develop an understanding of what constitutes healthy, respectful relationships, focusing on family and friendships in all contexts, including online. This is supported by an understanding of how to be healthy, physically and emotionally.

The teaching of RSE aims to complement, support and develop what the children learn at home. Trevor-Roberts aims to provide a safe and supportive environment in which the children can feel comfortable discussing these issues and voicing any questions or worries they may have.

Sex Education (SE) and Relationships and Sex Education (RSE)

Pupils are taught about what constitutes a healthy relationship, made aware of what is inappropriate sexual behaviour, as well as issues surrounding consent, body image, gender-identity and sexuality. Children are taught about the dangers of online sexual behaviour, including sexting and pornography.

Sex education is usually described as ‘how babies are made and born’ and is clearly distinct from the changing adolescent body and is taught both in science lessons and as part of PSHE. The science department aims to ensure that pupils have a biological understanding of puberty and adolescence, conception, pregnancy and birth as part of the human life-cycle. In PSHE, the emphasis is more on understanding the emotional and social effects of adolescence and puberty, sexual relationships and behaviours. If parents wish to withdraw their child from aspects of sex education, they should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (RA) to discuss this in more detail.

A separate, statutory component of health education includes teaching about ‘the changing adolescent body’ where children learn key facts about puberty and the changing adolescent body, particularly, from age 9 through to 11, including physical and emotional changes. They also learn about menstrual well-being including the key facts about the menstrual cycle.

Lessons are tailored to the maturity of children and delivered in an age-appropriate manner. Trevor-Roberts aims for these lessons to be inclusive and supportive, providing a safe space for children to ask questions and voice any worries they may have (e.g. using an anonymous questions box), within the limits of confidentiality and with supporting ground rules. RSE is taught by the Form Teachers in the Junior Department (Years 1 to 4) and by the English Teachers in the Senior Department up to Medius and Transitus (Year 6). In Secundus and Primus (Years 7 and 8), it is taught by the Head of PSHE.

Trevor-Roberts uses an integrative approach, with the Jigsaw PSHE curriculum as its foundation, which is both developmental and spiral in its nature. ‘Celebrating difference’ is covered in the second half of the Autumn Term, which explores key issues such as diversity and child-on-child relationships and raises specific awareness around themes of preventing bullying behaviour. Relationships and Sex Education is covered within the ‘Relationships’ and ‘Changing Me’ topics in the Summer Term respectively. Teachers provide their lessons from a core of key resources to enrich teaching and learning, while ensuring the statutory requirements set out by the DfE for Relationships Education are met (See Appendix 1). Guidance is also taken from the DfE on Health Education and referred to here specifically for Sex Education planning. Trevor-Roberts is a member of the PSHE Association which provides additional support and resources for teachers.

The Head of PSHE has overall responsibility for the design and delivery of the PSHE curriculum in consultation with The Director of Studies and both Headteachers. The Head of PSHE is responsible for liaising with form teachers, English teachers, science teachers and all those involved in the delivery of RSE regarding curriculum changes and lesson support.

From Key Stage 1, pupils are taught the correct anatomical name for all parts of the body. Using this vocabulary is important for all pupils as it helps build a positive body image and opens the door for an honest, open dialogue on any questions they may have about their bodies.

From Year 3 we begin to teach more about the parts of the body and how they work and in Year 4 we begin to introduce puberty. By the end of Year 6, we ensure that all children understand the changing adolescent body i.e. puberty (including menstruation and how it affects women) and have learned about sex education i.e. how a baby is conceived, develops and is born. Any parent wishing to withdraw their child from specific lessons about sex education should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (RA) to discuss further.

The school is committed to monitoring and evaluating the effectiveness of its RSE Programme and uses a range of approaches, including assessment of the pupils’ knowledge and understanding, pupil feedback, staff training and review, and an open dialogue with the parents.

Children’s learning in PSHE is assessed as part of the Jigsaw programme, and as any other curriculum area would be, although the outcomes from PSHE are often identified through discussion, role-play and reflection, as well as facts and knowledge.

Teachers work together in year group ‘working hubs’ to share ideas and support each other in good practice, including observing each other’s lessons and taking part in training and developing and improving ways of assessing. Consideration is also given to the unique nature of assessment in RSE (and PSHE overall), and we use the assessment model promoted by Jigsaw and the PSHE Association.

When parents and carers are informed of upcoming teaching of sensitive topics, they have the opportunity to provide feedback and ask questions on the content of the course. Although all feedback and views are listened to, ultimately the curriculum is decided by the school.

The curriculum must be adapted to meet the needs and interests of children and we respond to local, national and international incidents as appropriate. Pupils are asked to give feedback informally and to suggest additional topics they would like to learn about in RSE, in the form of discussions and Pupil Voice surveys.

The policy and syllabus are available to all staff, including support staff. Opportunities are created to include all staff in curriculum content, such as early morning staff meetings, which ensures that the wider staff body are aware of what is being taught so that they are prepared to support the emotional needs of pupils in their care.

Before teaching the RSE curriculum, the Head of PSHE provides a briefing to those teaching it. Staff are informed that, should any pupils make a safeguarding disclosure, they must follow the school’s safeguarding policy and report this to the DSL (Wendy Burton).

In the teaching of RSE, staff are aware of the requirement to ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Staff are aware of the Equality Act (2010) and the ‘protected characteristics’, which includes faith, gender, gender reassigment and sexual orientation and this will be reflected in the teaching of RSE which will be at age appropriate stages.

Teachers present the RSE curriculum with an objective, respectful and inclusive approach so that inclusion and diversity are fully integrated into the programme of study, rather than delivered as a standalone lesson. Also, while being respectful and inclusive, the school does not actively encourage the children to (over) question their sexual identity at this stage of their development. They are also aware of the school’s duty to promote fundamental British values, notably in this context, respect and tolerance.

Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning to teach pupils with special educational needs and disabilities. High-quality teaching is differentiated and personalised to ensure accessibility and we are mindful of the ‘preparing for adulthood’ outcomes, as set out in the SEND code of practice.

The school recognises that pupils with SEND may need more help than others in coping with the physical and emotional aspects of growing up; they may also need more help in learning what sorts of behaviour are and are not acceptable. Staff understand that certain aspects of SEND may make a pupil more vulnerable to abuse and, in this context, will take care to ensure that, in a manner commensurate with their understanding, pupils are supported to build greater resilience.

Parents and carers will be kept informed of any significant changes or updates to the RSE curriculum. They will be informed in advance by email of the introduction of sensitive topics so they have a chance to discuss these with their children if they wish.

At the beginning of the academic year, parents and carers of children are emailed a copy of the ‘Curriculum Overview’ of their child’s PSHE learning for the year ahead. At the start of each term parents and carers of children are emailed a copy of the ‘Knowledge and Skills Progression’ along with questions for family discussion based on the contents of the curriculum.

At the beginning of the Summer Term, parents and carers of children are emailed with details of the planned RSE lessons and an overview of what will be covered. Parents and carers have the opportunity to respond and ask questions.

Parents and carers have been consulted with regard to the RSE policy. After each significant policy change or update, parents are sent a copy and invited to comment on the school’s proposed amendments and RSE strategy.

On joining the school and annually thereafter, parents and carers are required to sign an Acceptable Use Agreement which outlines the school’s Online Safety Policy and the school’s expectations regarding internet use.

Parental right to excuse their child from aspects of RSE

Parents and carers have the right to withdraw their child from certain aspects of the lessons delivered as part of RSE. Parents may not withdraw their child from any aspect of Relationships Education. However, following discussion with the school, parents may withdraw their child from any or all aspects of Sex Education, or Sex Education delivered as part of statutory Relationships and Sex Education that go beyond the National Curriculum for Science. Where pupils are withdrawn, the school will document the process and will ensure that the pupil receives appropriate, purposeful education during the period of withdrawal.

At the end of each academic year, parents are invited to take part in a Parents’ Survey as a way of giving feedback on their child’s PSHE learning over the year.

Changing adolescent body

Pupils should know:

• Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
• About menstrual well-being including the key facts about the menstrual cycle.

Changing adolescent body

Pupils should know:

• Key facts about puberty, the changing adolescent body and menstrual well-being.
• The main changes which take place in males and females, and the implications for emotional and physical health.