Relationships and Sex Education (RSE) Policy
Aims and Objectives
Relationships and Sex Education programme at Brompton Hall School incorporates the statutory guidance of both the Keeping Children Safe in Education (2019) and the Equality Act 2010, underpinned by the North Yorkshire County Council guidance.
Relationships and Sex Education (RSE) is learning about the emotional, social and physical aspects of growing up, relationships, sex, sexuality and sexual health. It should support pupils gain accurate information, develop skills and form positive beliefs, values and attitudes. It also gives pupils essential skills for building positive, enjoyable, respectful, loving and non- exploitative friendships and relationships, staying safe both on and offline. This enables them to take responsibility for their body, relationships, reproduction, sexual health and wellbeing.
At Brompton Hall School, the Governors and Staff strive to create an atmosphere where every member of the school community feels respected and valued, where self-esteem is nurtured and where principles of tolerance and equal opportunities are seen in action, that the teaching of how to build good relationships is a natural part of every day school life. We wish to help our pupils develop an understanding of how they can protect themselves, and to give them the confidence to seek help and support when they need it.
At Brompton Hall School:
- RSE an identifiable part of our personal, social, health and economic (PSHE) education curriculum, which has planned, timetabled lessons across all the Key Stages
- Is taught by staff regularly trained in RSE and PSHE (with expert visitors invited in to enhance and supplement the programme where appropriate, not be the sole providers)
- Works in partnership with parents and carers, informing them about what their children will be learning and about how they can contribute at home
- Delivers lessons where pupils feel safe and encourages participation by using a variety of teaching approaches with opportunities to develop critical thinking and relationship skills
- Is based on reliable sources of information, including about the law and legal rights, and distinguishes between fact and opinion
- Promotes safe, equal, caring and enjoyable relationships and discusses real-life issues appropriate to the age and stage of pupils, including friendships, families, consent, relationship abuse, sexual exploitation and safe relationships online
- Gives a positive view of human sexuality, with honest and medically accurate information, so that pupils can learn about their bodies and sexual and reproductive health in ways that are appropriate to their age and maturity
- Gives pupils opportunities to reflect on values and influences (such as from peers, media, faith and culture) that may shape their attitudes to relationships and sex, and nurtures respect for different views
- Includes learning about how to get help and treatment from sources such as the school nurse and other health and advice services, including reliable information online
- Fosters gender equality and LGBT+ (lesbian, gay, bisexual, trans) equality and challenges all forms of discrimination in RSE lessons and in every-day school life
- Meets the needs of all pupils with their diverse experiences - including those with special educational needs and disabilities
- Seeks pupils’ views about RSE so that teaching can be made relevant to their real lives and assessed and adapted as their needs change
Delivery of RSE and the Curriculum
RSE is part of the planned PSHE programme delivered by the Key Stage 2 class teachers and the PSHE co-ordinator in Key Stages 3 and 4. This is delivered in line with the National Curriculum for Science, the national framework for PSHE, and guidance from North Yorkshire.
LONGTERM PSHE / RSE OVERVIEW
Health, body and mind | Living in the Wider World | Relationships | |
Year 4 | Managing difficult feelings
Naming male and female body parts Changes as they grow Exercise Knowing how to say no
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Fireworks safety
Keeping myself safe Develop and maintaining a positive learning environment Taking responsibility Making sensible choices Managing money within a budget Saving money Benefits of spending and saving money |
Understanding feelings (what it feels like to be unwelcome)
Working with others Problem solving in relationships Taking responsibility Making sensible choices Dealing with changes
|
Health, body and mind | Living in the Wider World | Relationships | |
Year 5 | Strategies to cope with embarrassment
Understanding alcohol is a drug Eat Well plate (balanced diet) Healthy mind and body |
Rules
Personal safety Stereotyping and its affects Skills and attributes of a successful learner Knowing their own mind Taking responsibility for their own safety Responding to difficult changes
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Knowing their own value
Identifying strengths Contribute to a group Appropriate behaviour in different relationships Managing difficult feelings to do with loss
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Health, body and mind | Living in the Wider World | Relationships | |
Year 6 | Exercise
Understanding addiction Understanding and managing feelings Making mistakes Physical changes of puberty Feelings during puberty
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E-safety
Keeping safe Taking responsibility Taking first steps Recognising stereotyping and discrimination media influence Accepting changes Looking for positives Peer pressure Enterprise activity Managing money |
Working in a group
Showing respect Learning together Resolving conflict and problem solving in relationships Dealing with loss Peer pressure |
Autumn | Spring | Summer | |
Year 7
|
Health and Wellbeing | Living in the Wider World | Relationships |
Transition to Year 7
Resilience Mental Health Managing Emotions Puberty Healthy Lifestyles Energy drinks Smoking Illegal Substances |
Aspiration
Self Esteem Money Management Being an Ethical Consumer Wants and Needs Social Media Prejudice and Discrimination |
Friendships
Families Relationships Bullying Identity and Diversity Online Radicalisation |
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Year 8 | Living in the Wider World | Relationships | Health and Wellbeing |
Internet Safety: Online grooming
Stereotyping, Prejudice and Discrimination Teenage prejudice Homophobia Our Changing Environment Communication Skills Teamwork Skills Money Management |
Contraception and sexual health
Consent Sexting Pornography Radicalisation Extremism British Values Religious Prejudice Domestic Conflict Body Image |
Self Confidence
Setting Goals Teenage Pregnancy Personal safety and First Aid Vaping and Smoking Mindfulness Self Awareness |
|
Year 9 | Living in the Wider World | Health and Wellbeing | Relationships |
Community Cohesion
Knife Crime Acid Attacks County Lines Personal Development Self Discipline Money, Savings and Loans Sustainability |
Rules to Success
Growth Mindset Stress and Mental Health Self Harm Eating Disorders Selfie Safety Alcohol Awareness Drugs and the Law
|
Sexuality
Diversity:Immigration Domestic Violence Body Image and the media British Values Peer Pressure |
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Year 10
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Health and Wellbeing | Living in the Wider World | Relationships |
Binge Drinking
Online Gambling Privilege Risk Taking Screen time Social Media and Self Esteem |
Anti Social Behaviour
Criminal Justice System Digital Footprint Hate Crimes Homelessness Money Laundering |
Body Shaming
Relationship types Role Models Managing Conflict |
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Year 11 | Health and Wellbeing | Living in the Wider World | Relationships |
Body Positivity
Grief and Bereavement Personal Safety Social Anxiety
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Fake News
Dark Web Racism Terrorism Harassment and Stalking |
Positivity and Happiness
Healthy Relationships Gender Consent Break Ups |
Assessing, monitoring, evaluating and reviewing RSE
Assessment of RSE should:
- Be planned from the beginning as an integral part of teaching and learning
- Provide regular opportunities for pupils to give and receive feedback on their progress and achievements, helping them to identify what they should do next
- Involve pupils in discussion about learning objectives and desired outcomes
- Include pupils as partners in the assessment process e.g. through self-assessment and peer-assessment
- Enable pupils to identify and gather evidence of their progress in developing knowledge, skills, understanding and attitudes
- Reflect the principles of inclusion and the range of pupils learning styles enabling all pupils to demonstrate their achievement.
The school’s PSHE co-ordinator will be responsible for monitoring the provision of SRE in school and for reporting the results to the Senior Leadership Team, and via the Headteacher to the Governors. The PSHE co-ordinator is responsible for evaluating the programme of work, reporting the findings on an annual basis, and for making recommendations for changes to the programme.
Monitoring and Evaluation
The RSE programme is regularly monitored and evaluated. The views of pupils, parents/carers and teachers are used to make changes and improvements to the programme on an ongoing basis. The policy will be formally reviewed every two years for the following purposes:
- To review and plan the content and delivery of the programme of study for relationships and sex education
- To review resources and renew as appropriate
- To update training in line with current guidance and staff identified needs
To ensure consistency and continuity throughout the school, RSE education will be monitored by the PSHE Subject Leader as well as the class teachers and care staff. There will be opportunities for discussion with the staff who are delivering the curriculum, lesson observations, samples of pupils work, evaluations from external agencies and the pupils themselves, who will be given the opportunity to share their feelings and opinions in class, through questionnaires and school council meetings
Safeguarding and Confidentiality
RSE can be a sensitive issue. To protect privacy and engender respect for all, teachers will be expected to develop ground rules with pupils at the onset of work. Pupils should be informed about the remit of confidentiality and that teachers cannot offer or guarantee pupils unconditional confidentiality.
If pupils ask particularly sensitive questions that appear to be inappropriate in the circumstances, teachers will deal with this outside the classroom on a one-to one basis. If the teacher judges it necessary the pupil could be advised to speak to the school nurse/outside agency, provided with information about where to get further help or, if the matter is considered a potential Child Protection issue, the designated safeguarding lead should be notified.
It is the responsibility of the school to support its pupils and to carry out its functions with a view to safeguarding and promoting the welfare of pupils. In fulfilling this duty they must have regard to guidance around safeguarding. Whilst pupils have the same rights to confidentiality as adults no pupil should be guaranteed absolute confidentiality. Staff will report any information or disclosure which raises concern that a child or children may be at risk of significant harm to the school’s senior member of staff, with designated responsibility for Child Protection. The Designated person will then, in line with the School’s Child Protection policy and the North Yorkshire Safeguarding Children Board guidance and procedures, take action as appropriate. Pupils will be made aware of the law relating to sexual offences and of those circumstances where confidentiality cannot be maintained.
Roles and Responsibilities
The PSHE lead teacher
The school has a lead teacher for PSHE who is responsible for all aspects of the subject including RSE. In respect of RSE, responsibilities are to:
- Ensure the implementation and quality of long term and medium term RSE schemes of work
- Ensure that all staff are confident in the skills to teach and discuss RSE issues
- Consider the needs of all pupils, and to achieve this recognise that the school might need to address some specific issues
- Consult with pupils to inform RSE provision
- Access appropriate training
- Monitor and advise on RSE organisation, planning and resource issues across the school
- Ensure procedures for assessment, monitoring and evaluation are included.
- Liaise with the named governor for RSE
- Liaise with any service provision to support aspects of sexual health
- Review / update the policy on a two year cycle or sooner if necessary.
The Headteacher
The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including teaching and learning. The Headteacher’s responsibilities in respect of RSE are to:
- Liaise with the PSHE Teachers
- Keep the governing body fully informed of provision, issues and progress in RSE
- Act upon any concerns which may arise from pupil disclosure during RSE sessions.
The Governing Body
The governing body has responsibility to ensure a school has an up-to-date RSE policy that describes the content and organisation of RSE outside of the national curriculum science. The policy should also clearly reference any on site sexual health services. The governing body, in co-operation with the Headteacher, is expected to involve families, pupils, health and other professionals to ensure that RSE addresses the needs of pupils, local issues and trends. The governing body need to ensure pupils are protected from teaching and materials which are inappropriate, having regard to the age, religious and cultural background of the pupils. It is good practice to identify a link governor for RSE. The governing body will continue their involvement through regular evaluation of provision and policy.
Parents / Carers
The school aims to work in active partnership with families, value their views and keep them informed of the RSE provision. If a parent/carer has any concerns about the RSE provision then time will be taken to address their concerns. Families are invited to review the resources and can contact the Headteacher with any queries or concerns.
The Parental Right to withdraw their child from RSE lessons
Parents have the right to withdraw their children from sex education
Parents cannot withdraw from Relationships and Health education (which includes puberty learning outcomes) from September 2020.
Parents wanting to exercise this right are invited to see the Headteacher or PSHE teacher who will explore their concerns. If a child is withdrawn they will be provided with alternative work for the duration of the lessons.
External agencies
Whilst the responsibility for organising and delivering most, if not all, of the RSE programme rests with the school, there may be times when an external contributor can add value and bring to the classroom additional experience, skills or knowledge that teachers may not always have. Occasionally, appropriate and suitably-experienced and/or knowledgeable visitors from outside the school may be invited to contribute to the delivery of RSE in our school. Our school has a code of practice for using visitors to support the delivery of PSHE:
Visitors are invited into school because of the particular expertise or contribution they are able to make.
All visitors are familiar with and understand the school’s RSE policy and work within it.
All input into PSHE lessons is part of a planned programme and negotiated and agreed with staff in advance.
All visitors are supervised/supported by a member of staff at all times.
The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning.
Support Services
For further advice or information with regard to the topics covered and the teaching of RSE, or pupils’ safety and wellbeing, links are available on the school website and social media pages.
At Brompton Hall we offer the following support services:
- School Nurse ‘Student Drop-ins’ on a regular basis;
- Parent & Carer ‘Health Drop ins’ with the School Nurse;
- NYAS (National Youth Advocacy Service)
- Sexual Health Awareness Support delivered by BHS trained staff;
- Mental Health & Wellbeing support programmes;
- Specialised Counselling Support programmes;
- Communication & Interaction intervention groups;
- Smoking Cessation support group;
- Compass Buzz trained staff team (up to Level 3);
- Strong community links with local PCSO team;
- Nominated Wellbeing Champions;
- Strong links with Early Help Support Service;
- Specialist Careers Advisor, supporting our young people during their transition to post-16 pathways;
This policy is linked to:
- Safeguarding
- PSHE
- Teaching & Learning
- Equalities
- Anti-bullying