Intent:

To develop and prepare learners for the opportunities, responsibilities and experiences of life in the modern world to be an individual. Whilst enabling the spiritual, moral, social, cultural, mental and physical development of pupils both in school and in the modern world.  Continually developing British values and SMSC in our learners to encourage a true understanding of the modern world.

We believe that Relationships and Sex Education (RSE) is essential in empowering our children, in order for them to be able to lead a healthy and fulfilling life in adulthood, forming and maintaining healthy relationships. RSE is embedded within our PSHE curriculum to ensure that children are able to develop their confidence and self-esteem alongside learning about more sensitive topics such as puberty, consent and choice.

Implementation:

Our Reception children will follow the guidelines for Personal, Social and Emotional Development including: self-regulation, managing self and building relationships within the EYFS framework.  Our Key Stage 1 and 2 pupils will be taught the knowledge, skills and understanding under four general headings. More detail on what is included under these headings is outlined in our PSHE policy.

• Developing confidence and responsibility and making the most of their abilities.
• Preparing to play an active role as citizens
• Developing a healthy, safer lifestyle.
• Developing good relationships and respecting the differences between people.

Children need to be given accurate information and helped to develop skills to enable them to understand difference, and to respect themselves and others. A planned, progressive programme of RSE gradually and appropriately begins to prepare our children for adult life. It teaches them the skills they need to fully manage the natural, physical and emotional changes that will happen to them as they grow and mature into healthy, confident and responsible young adults.

RSHE is usually delivered in mixed gender groups. However, there may be occasions where single gender groups are more appropriate and relevant.  Teachers will always be available to answer sensitive questions that fall outside the remit of the planned lesson.  This will ensure that children are not left feeling confused if they feel uncomfortable about asking a question in large group situations.  However, if the teacher feels that the nature of the question or concern requires an additional adult to be present they will seek assistance, in accordance with our Safeguarding Policy.

For pupils with SEND, it is important to focus on the pupils’ strengths as well as identifying areas where they need more help, practice and consolidation. In general, pupils should have the opportunity to develop all the concepts, regardless of their SEN or disability.

All children have an equal entitlement to RSE. Quality RSE should help all children achieve their full potential in life, independence and relationships. However, the approach to these concepts may have to be done differently with different groups of children. Some children may need extra support or extra time to revisit and reinforce learning.

Impact:

PSHE and RSE are taught as explicit lessons but are also embedded in other areas of the curriculum and day -to-day life of the school. As a result, our children are supported in developing the following characteristics:

• Happy and positive relationships 
• Empathy and compassion
• Confidence to make the most of their abilities
• Value and respect of diversity
• Respect for others’ rights to their own values and beliefs 
• Evaluation (and appropriate challenge) of the opinions and arguments of others
• Leadership and presentation skills
• Strategies for managing influence
• Enterprise skills and attributes
• Skills for employability (aspiration, communication, creativity, goal setting)
• Taking positive risks

Assessment takes place each term for each year group. The nature of this curriculum area includes lots of discussion. Due to this it is important to assess how the children are learning rather than assessing them as a person. We assess knowledge and skills as well as attitudes and attributes and encourage self-assessment and self-reflection in times of discussion.