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RSE Policy

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

 

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

 

Knowing their own value

Identifying strengths

Contribute to a group

Appropriate behaviour in different relationships

Managing difficult feelings to do with loss

 

  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

 

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 

       
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 

       
Year 10

 

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 

       
Year 11 Health and Wellbeing  Living in the Wider World  Relationships 
  Body Positivity 

Grief and Bereavement 

Personal Safety 

Social Anxiety 

 

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