Appendices included:

Appendix 1 - Kapow Themes and Year Group Overviews

 

Values, aims and objectives

 

At Stoke Primary School we value the many different cultures, and religions that make us a diverse multicultural school. RSE is taught in a way which is complementary to the wider ethos, values, and principles of Stoke Primary.

 

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. All teaching will be age appropriate and focus on friendship, family relationships and relationships with other children and with adults.

 

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. The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. 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 Stoke Primary School we teach RSE as set out in this policy.

 

 

Policy Development

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

The consultation and policy development process involved the following steps:

• Review – a working group pulled together all relevant information including relevant national and local guidance.
• Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations.
• Parent/stakeholder consultation – parents and any interested parties were invited to comment and feedback on the policy.
• Pupil consultation – we investigated what exactly pupils want from their RSE.
• 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.

 

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, considering 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 overview in Appendix 1.

 

The personal beliefs and attitudes of teachers will not influence the teaching of RSE. A balanced and non-judgmental approach will be taken. Teachers, and all those contributing to RSE will work to the agreed values within this policy.

 

Delivery of formal RSE is the responsibility of all staff, led by the RSE subject leader. However, we recognise that it is good practice to include outside agencies in the delivery where appropriate. Any supporting agencies deemed appropriate by the RSE subject leader, work within the school’s RSE policy always, including our values framework and confidentiality protocols.  

 

• Work in partnership with school staff, using a partnership agreement.
• Enhance the learning experience for our students e.g., specialist health knowledge.

 

Across all Key Stages, pupils will be supported with developing the following skills:

• Communication, including how to manage changing relationships and emotions.
• Recognising and assessing potential risks.
• Assertiveness.
• Seeking help and support when required.
• Informed decision-making.
• Self-respect and empathy for others.
• Recognising and maximising a healthy lifestyle.
• Managing conflict.

 

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation (action of describing or regarding someone or something as worthy of disgrace or great disapproval) of children based on their home circumstances along with reflecting sensitively that some children may have a different structure of support around them.

 

There are many different faith and cultural perspectives on aspects of RSE. As a diverse multicultural school, we will deliver RSE in a factual, non-judgmental way ensuring that teachers do not promote one faith or cultural viewpoint but rather provide a balanced approach that acknowledges the wealth of views and opinions of our community and teaches tolerance. Parents and carers can then contextualise the learning within their own faith and values framework in their discussions with children following teacher-led sessions. We will use a range of materials and resources that reflect our cultural diversity and encourage inclusiveness. A range of different families and relationships will be explored within RSE.

 

The RSE programme is based on the needs of the children in the school with learning outcomes appropriate to pupils’ age, ability, and level of maturity. The curriculum will be firmly embedded within the broader PSHE, Citizenship, and Science curricula. Pupils will be helped to understand difference and to respect themselves and others.

 

Delivery of RSE

RSE is taught in conjunction with the personal, social and health education (PSHE) curriculum.

Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Pupils also receive stand-alone sex education sessions (Year 6) delivered by a trained health professional.

 

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

 

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).

 

RSE will be delivered during the summer term – parents/carers will be informed of the exact dates by letter prior to delivery. RSE will be taught in each year group throughout the school. The curriculum we deliver is progressive, building the children’s knowledge, understanding and skills year on year.

 

In some year groups some elements of RSE are delivered through Science national curriculum:

Year 2

Pupils should be taught to:

• Notice that animals, including humans, have offspring which grow into adults.
• Describe the importance for humans of…..hygiene.

 

Year 5

Pupils should be taught to:

• Describe the changes as humans develop to old age.

 

In addition to the Science curriculum, we use a scheme called ‘Kapow’ to deliver our RSE. Kapow Primary’s RSE/PSHE scheme of work covers the Relationships and Health Education statutory guidance (as set out by the Department for Education), including the non-statutory sex education. The scheme also promotes the four fundamental British values which reflect life in modern Britain: Democracy; Rule of Law; Respect & Tolerance and Individual Liberty.

 

 The Kapow Primary scheme offers a whole school approach which consists of five areas of learning:

 

• Family and relationships 
• Health and wellbeing
• Safety and the changing body
• Citizenship
• Economic well being

 

Each area is revisited every year to allow children to build on prior learning and the lessons provide a progressive programme. Sex education has been included in line with the DfE recommendations and is covered in Year 6 of the scheme. The schemes provide a gentle introduction to some key RSE themes in Reception, Year 1, 2 and 3. Children are introduced to age-appropriate technical terms related to different parts of the body to ensure that they understand a common language throughout school. They also look at differences between boys and girls, families, and hygiene. From year 4 we start to teach about puberty as some children may start to experience some of the physical or emotional changes. This learning is built upon in years 5 and 6. Kapow Primary supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons. 

 

Dealing with questions

As with any topic, children will ask questions during RSE to further their understanding. Due to the sensitive nature of the topic teachers will employ strategies to ensure that questions are asked and answered in an appropriate way. Using ground rules at the start of sessions children will be reminded that personal questions are not appropriate. They will also be introduced to the ‘question box’. Teachers will explain that if a pupil has a question, they are to write it down and put it into the question box. This allows the teacher time to ensure questions are answered in an appropriate and factual way with reference to the age and maturity of the class. Teachers may feel that it is not appropriate to answer some questions in front of the whole group – the question will then be addressed on an individual basis with the pupil and in some cases with parents/carers. All staff will be mindful of their safeguarding role and will follow the relevant school procedures if a question raises concerns of this nature.

Teachers will use the following strategies to deal with unexpected questions:

• If a question is personal, the teacher will remind pupils of the ground rules.
• If the teacher does not know the answer to a question, the teacher will acknowledge this and may research the question later.
• If the question is too explicit, is outside set parameters, is inappropriate in a whole class setting or raises concerns about sexual abuse the teacher will inform the Designated Safeguarding Lead the same day.
• Teachers understand that children in their year will group will possess a varying degree of knowledge and understanding, therefore will ensure the class is a safe space for questions even if a child thinks that everyone else will know the answer.

 

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 statutory guidelines are followed.

 

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 non-statutory science 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.

 

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

Parents do not have the right to withdraw their children from relationships education. Parents have the right to withdraw their children from non-statutory components. Requests for withdrawal should be put in writing to the Headteacher. Alternative work will be given to pupils who are withdrawn from sex education. Parents/Carers who have concerns about the of teaching RSE are encouraged to discuss this with the teacher.

 

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 may also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

 

Monitoring and Evaluating

Teaching and learning in RSE is monitored by Paula Maguire. Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems. We ensure that RSE has a central place within our curriculum by having:

 

• A developmental and responsive programme at the centre of the school curriculum, providing opportunities to teach concepts, knowledge, language, strategies and skills that enrich the wider curriculum.
• An experienced, central co-ordinator with a genuine passion for the subject in their school.
• A senior leadership committed to monitoring the quality of RSE teaching with the same rigour and expectations as other subjects.
• Active involvement from members of the senior leadership team in teaching RSE.
• RSE education built around clear learning objectives and expected learning outcomes.
• RSE education treated with the same regard as other subjects on the school’s curriculum.
• Scope for flexibility and creativity to change the direction of lessons in response to pupil need.
• Active involvement of governing bodies.

 

 

 

Appendix 1

Kapow Themes and Year Group Overviews

Theme 1 - Families and relationships 

Year 1	Exploring how families can be different, the characteristics and impact of positive friendships; learning that issues can be overcome, people show feelings differently and that stereotyping is unfair
Year 2	Learning that families are composed of different people who offer each other care and support. Learning how other people show their feelings and how to respond to them. Looking at conventions of manners and developing an understanding of self-respect.
Year 3	Learning: how to resolve relationship problems; effective listening skills and about non-verbal communication. Looking at the impact of bullying and what action can be taken; exploring trust and who to trust and that stereotyping can exist
Year 4	Learning that families are varied and differences must be respected; understanding physical and emotional boundaries in friendships; exploring: the roles of bully, victim and bystander; how behaviour affects others; manners in different situations and learning about bereavement
Year 5	Developing an understanding of families, including marriage and what to do if someone feels unsafe in their family; learning that dealing issues can strengthen a friendship; exploring the impact of bullying and what influences a bully’s behaviour; learning to appreciate our individual positive attributes.
Year 6	Learning: to resolve conflict, through negotiation and compromise; about respect, understanding that everyone deserves to be respected and about grief

 

Theme 2 - Health and wellbeing 

Year 1	Exploring personal qualities, strategies to manage feelings, the impact of sleep and relaxation on wellbeing, the importance of hand washing and sun protection, identifying and dealing with allergic reactions, people in the community who keep us healthy
Year 2	Learning: about the benefits of exercise and relaxation on physical health and wellbeing; strategies to manage different emotions, setting goals and developing a growth mindset and understanding dental hygiene
Year 3	Understanding that a healthy lifestyle includes physical activity, a balanced diet, and rest and relaxation; exploring identity through groups we belong to, and how our strengths can be used to help others; learning how to solve problems by breaking them down into achievable steps.
Year 4	Developing emotional maturity; learning that we experience a range of emotions and are responsible for these; appreciating the emotions of others; developing a growth mindset; identifying calming and relaxing activities; developing independence in dental hygiene
Year 5	Learning to take greater responsibility for sleep, sun safety, healthy eating and managing feelings; setting goals and embracing failure; understanding the importance of rest and relaxation
Year 6	Learning about diet, oral hygiene, physical activity and the facts around immunisation. Exploring rest and relaxation and how they affect physical and mental health. Strategies for being resilient in challenging situations and planning for long-term goals

 

Theme 3 - Safety and the changing body 

Year 1	Learning how to respond to adults in different situations; distinguishing appropriate and inappropriate physical contact; understanding what to do if lost and how to call the emergency services; identifying: hazards in the home and people in the community who keep us safe
Year 2	Lesson collection: Developing understanding of safety: roads, medicines and an introduction to online safety; distinguishing secrets from surprises; naming body parts and looking at the concept of privacy.
Year 3	Learning about: cyberbullying and how to be good digital citizens; first aid, bites and stings and how to be safe near roads. Pupils also think about choices and influence
Year 4	Building awareness of online safety and the benefits and risks of sharing information online; identifying the difference between private and public; age restrictions; exploring the physical and emotional changes in puberty; the risks associated with tobacco; knowing how to help someone with asthma
Year 5	Exploring the emotional and physical changes of puberty, including menstruation; learning about online safety, influence, strategies to overcome potential dangers and how to administer first aid to someone who is bleeding.
Year 6	Learning about: the reliability of online information, the changes experienced during puberty, how a baby is conceived and develops, the risks associated with alcohol and how to administer first aid to someone who is choking or unresponsive.

 

Theme 4 - Citizenship 

Year 1	Learning about: the importance of rules and consequences of not following them; caring for the needs of babies, young children and animals; exploring our similarities and differences and an introduction to democracy
Year 2	Lesson collection: learning about rules outside school; caring for the school and local environment; exploring the roles people have within the local community; learning how school council works; giving an opinion.
Year 3	Learning about children’s rights; exploring why we have rules and the roles of local community groups, charities and recycling and an introduction to local democracy
Year 4	Learning about Human rights and caring for the environment; exploring the role of groups within the local community and appreciating community diversity; looking at the role of local government
Year 5	An introduction to the justice system; how parliament works; and the role of pressure groups; learning about rights and responsibilities, the impact of energy on the planet and contributing to the community
Year 6	Learning about: human rights, food choices and the environment, caring for others, recognising discrimination, valuing diversity and national democracy

 

Theme 5 - Economic wellbeing 

Year 1	Learning about a range of money and bank functions including cash safety, spending, saving and jobs.
Year 2	Learning about financial literacy including how adults get money, wants and needs, using skills and talents and inclusive environments.
Year 3	Introduction to budgeting, learning about the different paying methods, the emotional impact of money, the ethics of spending, potential jobs and careers and learning that anyone can aspire to anything.
Year 4	Exploring choices associated with looking after money, what makes something good value for money, stereotypes in the workplace, career changes and what influences career choices.
Year 5	Learn to manage money, understand borrowing, be cautious online, challenge workplace stereotypes, and align interests with future careers.
Year 6	Explore choices related to navigating feelings about money, keeping money safe, managing finances in secondary school, understanding the risks of gambling, considering careers in various workplaces, and identifying the paths to pursue different careers.