Relationships and Sex Education Policy

1a. Rationale and values

At Park High School we aim to embed our school ethos, “Nobody Gets Left Behind” into our RSE program. Where each student feels valued enough to discuss and express their own sexuality and relationships without getting left behind. We believe that RSE should:

• Be an integral part of the lifelong learning process, beginning in early childhood and continuing into adult life Relationships and Sex Education Policy Reviewed August 2020

• Be an entitlement for all young people

• Encourage students and teachers to share and respect each other’s views

• Raise awareness of difference i.e. sexual orientation, family structures etc without promoting any particular difference. The important values are love, respect and care for each other

• Generate an atmosphere where questions and discussion on sexual matters can take place with appropriate professionals without any stigma or embarrassment

• Recognise that the role of parents / carers is vital for the most effective programme of Relationship and Sex Education. Every effort will be made to keep parents informed and they will be encouraged to enhance that part of RSE provided by the school by continuing the discussions at home

• Recognise that the wider community has much to offer and we will work in partnership with health professionals, social workers, peer educators and other mentors or advisers

• Build upon programmes developed and delivered in partner feeder schools. Relationships and Sex Education - three main elements:

Attitudes and Values

• Learning the importance of values, individual conscience and moral choices

• Learning the value of family life, stable and loving relationships, and marriage

• Learning about the nurture of children

• Learning the value of respect, love and care

• Exploring, considering and understanding moral dilemmas

• Developing critical thinking as part of decision-making

• Challenging myths, misconceptions and false assumptions about sexual behaviours

Personal and Social Skills

• Learning to manage emotions and relationships confidently and sensitively

• Developing self-respect and empathy for others

• Learning to make choices with an absence of prejudice

• Developing an appreciation of the consequences of choices made

• Managing conflict

• Empower pupils with the skills to be able to avoid inappropriate pressures or advances (both as exploited or exploiter).

Knowledge and Understanding

• Learning and understanding physical development at appropriate stages

• Understanding human sexuality, reproduction, sexual health, emotions and relationships

• Learning about contraception and the range of local and national sexual health advice, contraception and support services

• Learning the reasons for delaying sexual activity, and the benefits to be gained from such delay

• The avoidance of unplanned pregnancy

• Learning how the law applies to sexual relationships and behaviour.

1b. Aims

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

2. Statutory requirements

Colne Park High School:

• As a secondary academy school we must provide RSE to all pupils as per section 34 of the Children and Social work act 2017.
• In teaching RSE, we are required by our funding agreements to have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
• At Colne Park High School we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, students and parents. The consultation and policy development process involved the following steps:

1. 1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance

1. 2. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

1. 3. Parent/stakeholder consultation – parents and any interested parties were invited to provide feedback via an electronic consultation in 2023

1. 4. Student consultation – we investigated what exactly pupils want from RSE

1. 5. Ratification – once amendments were made, the policy was shared with governors and ratified

4. Definition

• RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, puberty, 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.

5. Curriculum

We have developed the curriculum in consultation with parents, pupils and staff, taking into account 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.

See Appendix 1 for curriculum overview.

6. Delivery of RSE

RSE is taught within the Personal Development (PD) 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 delivered by a trained health professional.

RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:

• Families

• Respectful relationships, including friendships

• Puberty and changes of the body

• Online and media

• Being safe

• Intimate and sexual relationships, including sexual health

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).

7. Roles and responsibilities

7.1 The governing body

The governing body will approve the RSE policy, and hold the headteacher to account for its implementation.

7.2 The Headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE.

7.3 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 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.

• Staff responsible for the delivery of RSE at Park High School are listed in Appendix 2.

7.4 Students

Students are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

8. Parents’ right to withdraw

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

A copy of withdrawal requests will be placed in the pupil’s educational record. The headteacher will discuss the request with parents and take appropriate action.

Alternative work will be given to pupils who are withdrawn from sex education will be given and student will work from The Hub during RSE unit in PD lesson time.

9. 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 Head of Personal Development will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

10. Monitoring arrangements

The delivery of RSE is monitored by Cathy Bridges and Fran Ratcliffe through:

Regular learning walks during lessons, book scrutiny sessions and pupil panels which will give us an insight into the strengths and weaknesses of our RSE program and allow us to make the necessary changes.

Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by Cathy Bridges annually. At every review, the policy will be approved by the governing board.

Appendix 1: Curriculum map

Relationships and sex education curriculum map

Appendix 2: Staff responsible for delivering RSE at school

Appendix 3: Parent form: withdrawal from sex education within RSE