Relationships, Sex and Health Education policy
For you created my inmost being; you knit me together in my mother’s womb. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.
– Psalm 109:13-14
Christian values
The specific Christian Values of Love, Respect and Courage underpin, and are intrinsic to the ethos and belief of Saint James Church of England Primary School.
Our vision
At Saint James we accept challenges, take risks and work to make to make positive change in ourselves and our community.
Focusing on building resilience and compassionate relationships allows everyone to flourish.
Using our Christian values to guide us, we develop skills to navigate rough seas and transform our world.
Be strong and courageous and do it.
1 Chronicles 28:20
Introduction
The greatest commandment Jesus taught was to love God and to love your neighbour. Within this commandment is the foundation of the Christian view of relationships. At Saint James Primary School our relationship education seeks to live out this command and explore how we can 'love our neighbour' through what we say and do. Our school focuses on the importance of relationships and the qualities and character needed to sustain the best relationships that honour each other whether within a friendship, family relationship or romantic relationship.
Each child is a unique being, a child of God, loved and accepted. As such, our school seeks to enable children to develop through an inclusive programme of teaching that is based on Christian principles, which both respects the human body and seeks to ensure health and wellbeing.
What is Relationships and Sex Education (RSE)?
From September 2020 it is mandatory for all Primary Schools to teach Relationships and Sex Education, in an age-appropriate manner. At Saint James we want to ensure that all children have access to an education that teaches and equips them for the changes that occur throughout life.
Children need to learn about relationships, the emotional, social and physical aspects of growing up, human sexuality and sexual health in an age-appropriate way. They need to learn about the physical changes that will happen to their body during puberty, how a baby is conceived and born, body ownership, and safeguarding. All of this helps to keep them safe.
Relationships Education
Relationships Education is the programme of work that forms part of the basic curriculum. It covers all types of relationships including online, peer to peer, family and carer relationships. It also covers respect for others and staying safe.
Relationships Education teaches the fundamental building blocks of positive relationships, focusing on friendships, family relationships, and relationships with other peers and adults.
‘The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.’ (From The Department for Education).
Health Education
Health Education is a programme of teaching about puberty, physical health and fitness, healthy eating, mental wellbeing, drugs, alcohol and tobacco.
‘The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental wellbeing is a normal part of daily life, in the same way as physical health.’ (From The Department for Education).
Sex Education
Schools are encouraged to teach Sex Education, however parts of this are not mandatory and parents and carers have the right to withdraw their child from some of the content. More on this is explained under the subheading ‘Right to Withdraw’.
At Saint James Primary School we believe it is important that children are aware and prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science – how a baby is conceived and born. We will therefore deliver appropriate Sex Education to our pupils.
Due to the increasing number of girls in our school who start their periods in Year 5, we plan to talk about changes within our bodies, including puberty and the menstrual cycle early in this year. We will share menstrual products with the children. There will be some joint sessions and some single sex sessions. There will be conversations around personal hygiene, as well as how our bodies and emotions change as we approach and move through puberty.
Please refer to the appendix of this policy which includes the full content for Relationships and Sex Education, as outlined by The Department for Education.
Our RSE Aims
The aims of RSE at Saint James Primary School are:
- To ensure Sex and Relationships Education is part of a child’s broad, balanced curriculum, integral to the basic curriculum of the school and part of the child’s all-round development.
- To enable pupils to understand how Christian principles can guide and strengthen their relationships.
- To ensure pupils understand the qualities of healthy relationships, including the importance of marriage and/or lifelong commitments.
- To prepare children for healthy relationships in an online world.
- To understand how to stay safe, know the importance of boundaries and how to report abuse or feelings of being unsafe.
- Help pupils develop a positive and secure personal identity, a sense of their own value and feelings of confidence and empathy.
- Create a positive culture around issues of sexuality and relationships.
- To ensure that all understand the importance of respecting others and accepting those who differ, and challenging behaviours and attitudes which exploit others and do not reflect our Christian values.
- To know how to ‘love your neighbour’ even when we might disagree.
- To support the objectives of the Equality and Diversity policy, by equipping all of our pupils to be themselves and to build positive and appropriate relationships with others.
How the policy was developed
This policy has been written to be inclusive, supportive and to ensure the children receive the relationships, sex and health education they are entitled to. This policy will be reviewed every three years, drawing on the views of pupils, parents, staff and the community at the time of review.
In November 2020, the children were invited to give their opinions on what they would like to learn, when and how. This was gathered during PSHE sessions by their class teacher. In January 2021 parents and carers were invited to give their opinions regarding the teaching of relationships education. These opinions were gathered through the use of an online survey. The opinions of the children and their families were then considered and discussed by the staff and governors.
We have had regard to the statutory guidance on RSE and have considered how this policy relates to the schools other policies and objectives.
How the content will be taught
We intend our policy to be sensitive to the needs of different children and their beliefs and backgrounds. We also intend our teaching of RSE to cater for the needs of children with a special educational need or disability. This will be done through differentiation by the teacher who is facilitating the session, which will usually be the class teacher. For some children, it may be appropriate that an adult will support them on a one-to-one basis. We will respond to parental requests and concerns. We will refer children to specialist support where we deem it appropriate and this will be discussed by the Pastoral Care Team. Although certain aspects of the curriculum will be taught during a year group, if a child is identified as having a need for an aspect of RSE sooner, this will be responded to appropriately.
We aim to sensitively and inclusively approach discussions around gender identity and sexual orientation, in line with our stated aims; in particular those of respecting others, accepting those who differ, and equipping our pupils to be themselves; and in line with the aims of our Equality Policy.
We aim to answer appropriate questions and offer support. The children, whatever their background and developing identity, need to feel that relationships, sex and health education is relevant to them.
Pupils will have a weekly PSHE lesson throughout the school year which will cover a broad range of objectives. The content of this lesson will be planned by your child’s class teacher and will come from the progression of skills detailed in the appendix of this policy.
Relationship to Other Curriculum Areas
The National Curriculum for Science includes subject content in related areas, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals.
Some aspects of RSE can be taught alongside other parts of the curriculum, and the school will do so where possible and appropriate. For instance, education about online relationships could be taught alongside more general internet safety.
We recognise that topics such as marriage may also be discussed in Religious Education, and that some religious perspectives on those topics may be controversial or differ from secular attitudes. Staff must give due regard to the school’s Equalities policy when discussing such topics, and be aware of their responsibilities towards the protected characteristics of pupils and their families – including (but not limited to) religion, sex, and sexual orientation. Staff should approach discussions using the Church of England’s “Pastoral Principles for living well together” [2].
Sex Education
At Saint James, we follow the Coram Life programme (SCARF) for PSHE and RSE, which ensures our children are introduced to the different aspects of growing and changing in an age-appropriate manner and time. The objectives of our RSE programme are broken down into year groups and can be found in the Appendix below.
Right to Withdraw
Parents have the right to request that their child be withdrawn from some or all of sex education, but not from Relationships Education.
Before granting any such request the class teacher or a senior leader will meet with the parents to discuss the request, and with the child too if appropriate to ensure that their wishes are understood, in order to clarify the nature and purpose of the curriculum.
We will discuss the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This could include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher (although the detrimental effects may be mitigated if the parent proposes to deliver sex education to their child at home instead).
Roles and Responsibilities
Every part of our school community has a role to play in delivering the aims of our RSE policy.
The Governors
The governing board will approve the RSE policy and hold the head teacher to account for its implementation. The governors will ensure that the policy is reviewed regularly and updated as required.
The Head teacher
The head teacher is responsible for ensuring that RSE is taught in a carefully sequenced way within a planned programme, and for managing requests to withdraw pupils from sex education.
Staff
Staff are responsible for:
- Teaching in line with the Church of England foundation of the school.
- Delivering RSE with sensitivity.
- Modelling positive attitudes to RSE.
- Responding to the needs of individual pupils.
- Responding appropriately to pupils whose parents wish them to be withdrawn from sex education.
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 head teacher.
Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
References
[1] Department for Education, Statutory Guidance on Relationships and sex education (RSE) and health education, https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education
[2] Church of England, The Pastoral Principles, https://www.churchofengland.org/about/leadership-and-governance/general-synod/bishops/pastoral-advisory-group/pastoral-principles
Appendix 1: Curriculum Content for RSE (Relationships element)
Taken from the Department for Education Statutory Guidance.
Families and people who care for me
Pupils should know:
- that families are important for children growing up because they can give love, security and stability
- the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives
- that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care
- that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up
- that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
- how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious.
Caring friendships
Pupils should know:
- how important friendships are in making us feel happy and secure, and how people choose and make friends
- the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
- that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
- that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
- how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
Respectful relationships
Pupils should know:
- the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
- practical steps they can take in a range of different contexts to improve or support respectful relationships
- the conventions of courtesy and manners
- the importance of self-respect and how this links to their own happiness
- that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
- about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
- what a stereotype is, and how stereotypes can be unfair, negative or destructive
- the importance of permission-seeking and giving in relationships with friends, peers and adults
Online relationships
Pupils should know:
- that people sometimes behave differently online, including by pretending to be someone they are not
- that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
- the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
- how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
- how information and data is shared and used online
Being safe
Pupils should know:
- what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
- about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
- that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
- how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
- how to recognise and report feelings of being unsafe or feeling bad about any adult
- how to ask for advice or help for themselves or others, and to keep trying until they are heard,
- how to report concerns or abuse, and the vocabulary and confidence needed to do so
- where to get advice, for example family, school or other sources
Appendix 2: Curriculum Content for RSE (Sex Education element)
Reception
Children will be able to:
- Understand that there are changes in nature and humans;
- Name the different stages in childhood and growing up;
- Use the correct vocabulary when naming the different parts of the body;
- Talk about different ways to keep themselves safe.
- Understand that animals and humans change in appearance over time;
- Use relevant vocabulary such as egg, seed, baby, grow, change, old, young (and the names for young animals);
- Make observations and ask questions about living things.
- Discuss and describe the different life stages of: baby, child, teenager, adult, older age.
- Talk about their own experience of growing up.
- Explain that a baby is made by a woman and a man, and grows inside the mother.
- Understand that every family is different.
Year One
Children will be able to:
- Understand that the body needs food, water and air (oxygen).
- Recognise that exercise and sleep are important parts of a healthy lifestyle.
- Identify things they could do as a baby, a toddler and can do now.
- Identify the people who help/helped them at those different stages.
- Identify who they can talk to if they feel uncomfortable about any secret they have or know.
- Identify parts of the body that are private.
- Identify people they can talk to about their private parts.
Year Two
Children will be able to:
- Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to.
- Identify different stages of growth (e.g. baby, toddler, child, teenager, adult);
- Understand and describe some of the things that people are capable of at these different developmental stages.
- Identify which parts of our body are private.
- Explain that our genitals help us make babies when we are older.
- Understand that we mostly have the same body parts but how they look is different from person to person.
- Know that you are not allowed to touch someone’s private areas without permission.
- Identify that inappropriate touch can make someone feel uncomfortable.
- Understand that there are unsafe secrets and secrets that are nice surprises.
- Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.
Year Three
Children will be able to:
- Identify different types of relationships.
- Recognise who they have positive healthy relationships with.
- Understand what is meant by the term body space (or personal space);
- Identify when it is appropriate or inappropriate to allow someone into their body space.
- Know strategies for when someone is inappropriately in their body space.
- Know that our body can often give us a sign when something doesn't feel right; to trust these signs and talk to a trusted adult if this happens.
- Recognise and describe appropriate behaviour online as well as offline.
- Identify what constitutes personal information and when it is not appropriate or safe to share this.
- Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs.
- Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret.
- Know who they could ask for help if a secret made them feel uncomfortable or unsafe.
- Recognise that babies come from the joining of an egg and sperm.
- Explain what happens when an egg doesn’t meet a sperm.
- Understand that for girls, periods are a normal part of puberty.
Year Four
Children will be able to:
- Describe some of the developmental changes that happen to people during their lives.
- Understand how the onset of puberty can have emotional as well as physical impact.
- Identify parts of the body that males and females have in common and those that are different.
- Know the correct terminology for their genitalia.
- Understand and explain why puberty happens.
- Know the key facts of the menstrual cycle.
- Understand that periods are a normal part of puberty for girls.
- Identify some of the ways to cope better with periods.
- Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret.
- Know who they could ask for help if a secret made them feel uncomfortable or unsafe.
- Understand that marriage is a commitment to be entered into freely and not against someone's will.
- Recognise that marriage in England includes same sex and opposite sex partners.
- Know the legal age for marriage in England.
- Discuss the reasons why a person would want to be married, or live together, or have a civil ceremony.
Year Five
Children will be able to:
- Distinguish between good and not so good feelings, using a range of words and phrases to describe the intensity of different feelings.
- Understand what kinds of touch are acceptable or unacceptable.
- Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch.
- Know the correct words for the external sexual organs.
- Discuss some of the myths associated with puberty.
- Know what menstruation is and why it happens.
- Identify some products that they may need during puberty and why.
- Identify the consequences of positive and negative behaviour on themselves and others.
- Give examples of how individual/group actions can impact on others positively or negatively
- Explain the difference between a safe and an unsafe secret.
- Identify situations where someone might need to break a confidence to keep someone safe.
- Recognise that some people can get bullied because of the way they express their gender.
- Give examples of how bullying behaviours can be stopped.
Year Six
Children will be able to:
- Recognise some of the changes they have experienced and their emotional responses to those changes.
- Suggest positive strategies for dealing with change.
- Identify people who can support someone who is dealing with a challenging time of change.
- Recognise that photos can be changed to match society's view of perfect.
- Identify qualities that people have, as well as their looks.
- Define what is meant by the term stereotype.
- Recognise how the media can sometimes reinforce gender stereotypes.
- Recognise that people fall into a wide range of what is seen as normal.
- Challenge stereotypical gender portrayals of people.
- Understand the risks of sharing images online and the risks once these are shared.
- Understand that people can feel pressured to behave in a certain way because of the influence of the peer group.
- Define the word 'puberty' giving examples of some of the physical and emotional changes associated with it.
- Know where someone could get support if they were concerned about their own or another person's safety.
- Explain the difference between a safe and an unsafe secret.
- Identify situations where someone might need to break a confidence to keep someone safe.
- Identify the changes that happen through puberty to allow sexual reproduction to occur, when a sperm fertilises an egg to create a baby.
- Know the legal age of consent and what it means.
- Understand that some diseases and infections can be transmitted sexually and know there are ways to stay safe.