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RSE Policy 2019 - 2021

Cerne Abbas CE VC First School, Duck Street, Cerne Abbas, Dorset, DT2 7LA

‘The Small School with the Big Heart.’

Tel: 01300 341319 e-mail: office@cerneabbas.dorset.sch.uk       Website: https://www.cerneabbas.dorset.sch.uk/

 

Cerne Abbas CE VC First School Relationships and Sex Education Policy

 

Name of school Cerne Abbas CE VC First School
Date of policy Spring Term 2019

Member of staff responsible in

Cerne Abbas CE VC First School

Catherine Cresswell
Review date Spring Term 2021
Governors’ approval  

 

 

This policies is informed by existing DfE guidance on Sex and Relationships Education (Sex and Relationship Education Guidance, July 2000), preventing and tackling bullying (Preventing and tackling bullying: Advice for head teachers, staff and governing bodies, July 2013), Drug and Alcohol Education (DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies, September 2012), safeguarding (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, March 2013) and equality (Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities, revised February 2013). Because our school is a Church of England School within the Diocese of Salisbury, the Diocesian equivalent policy document (available at https://primarysite-prod-sorted.s3.amazonaws.com/cerneabbas/UploadedDocument/88618d6a501f48cfb97c17e6be747abe/sre-policy-jan-19.pdf has been integrated into this policy.

 

Links to government documents:

 

https://www.gov.uk/government/publications/sex-and-relationship-education

https://www.gov.uk/government/publications/drugs-advice-for-schools

https://www.gov.uk/government/publications/preventing-and-tackling-bullying

https://www.gov.uk/government/collections/statutory-guidance-schools

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

 

 Relationships and Sex Education

Definition Relationships and Sex Education

 

‘RSE is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings’ (Sex Education Forum, 1999).

 

Effective RSE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being.

 

Current RSE requirements

 

Maintained schools are legally obliged to have an up-to-date RSE policy that describes the content and organisation of RSE taught outside science in the National Curriculum. This RSE Policy is made available to parents on each school’s website. It is the Cerne Abbas CE VC First School Governing Body’s responsibility to ensure that this policy is developed and implemented.

 

The RSE Policy is based on the DfE’s Relationships Education, Relationships and Sex Education (RSE) and Health Education guidance (2020).

 

Sex education is part of the personal, social and health education curriculum in our schools. As our school is a Church of England school, we teach RSE within a framework of Christian values and teach that Christians believe sex to be part of creation. Whilst we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. (We have taken account of the guidance provided in teaching materials supplied by the Diocese.) Sensitivity and respect is shown to all children when teaching about personal relationships and sex education and RSE is taught in a way to ensure that there is no stigmatisation of children based on their home/personal circumstances.

 

Compulsory Aspects of RSE

 

The sex education contained in National Curriculum science (Key Stages 1–4) is compulsory in maintained schools. All state-funded schools must have ‘due regard’ to the Secretary of State’s guidance on SRE (DfEE, 2000). This states that:

 

  • ‘All children, including those who develop earlier than average, need to know about puberty before they experience the onset of physical changes’ (1.13)
  • Children should learn ‘how a baby is conceived and born’ before they leave primary school(1.16)

 

As a Church School, Cerne Abbas CE VC First School, RSE is set in a context that is consistent with the school’s Christian ethos and values:

 

  • RSE is based on inclusive Christian principles and values emphasising respect, compassion, loving care and forgiveness.
  • The teaching of RSE is sensitive to the circumstances of all children and mindful of the expressions of family life in our culture, yet it also upholds the Christian values regarding relationships and marriage.
  • Issues regarding human sexuality are addressed sensitively and discussed within an adult context ie. with reference to men and women and not boys and girls.
  • The exploration of reproduction and sexual behaviour within the science curriculum should stand alongside the exploration of relationships, values and morals and Christian belief.

 

Whilst pupils are given the opportunity to explore their own attitudes, values and beliefs and to develop an individual moral code that will guide their actions, this is exercised within an understanding of the right of people to hold their own views within a framework of respect for others.

 

RSE and Statutory Duties in school

 

We recognise that RSE plays a very important part in fulfilling the statutory duties all schools have to meet. RSE helps children understand the difference between safe and abusive relationships and equips them with the skills to get help if they need it. We understand that we have responsibilities for safeguarding and a legal duty to promote pupil well-being (Education and Inspections Act 2006 Section 38) and endeavour to follow government safeguarding guidance such as ‘Keeping Children Safe in Education, 2014a’. Staff in our school are also alert to signs that young girls may be at risk of female genital mutilation (FGM). (Further information on this, if required can be found in the government’s Multi-Agency Practice Guidelines: Female Genital Mutilation (2014) which includes a section for schools.)

 

The teaching of RSE has clear links with other policies aimed at promoting pupils’spiritual, moral, social and cultural development. These include:

 

PSHE Policy

Anti-Bullying Policy

Behaviour Policy

Confidentiality Policy

Single Equality Policy

Health and Safety Policy

ICT Policy and E-Safety Policy

SEND Policy

RE Policy

Collective Worship Policy

Child Protection Policy

 

Equalities

 

All schools have a duty under the Equality Act to ensure that teaching is accessible to all children and young people, including those who are lesbian, gay, bisexual and transgender (LGBT). The teaching of RSE will be fully inclusive and will foster good relations between all pupils, tackle all types of prejudice – including homophobia – and promote understanding and respect.

 

Jigsaw SRE Content

 

The grid below shows specific RSE learning intentions for each year group in the ‘Changing Me’ Puzzle.

 

Year Group Piece Number and Name

Learning Intentions

"Pupils will be able to..."

1

Piece 4

Boys’ and

Girls’ Bodies

identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina

 

respect my body and understand which parts are private

2

Piece 4

Boys’ and 

Girls’ Bodies

recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private 

 

tell you what I like/don’t like about being a boy/girl

3

Piece 1

 

How Babies Grow

Piece 2

 

Babies

 

Piece 3

 

 

Outside Body Changes

 

 

Piece 4

 

 

Inside Body Changes

 

understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby

 

express how I feel when I see babies or baby animals

understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow

 

express how I might feel if I had a new baby in my family

understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies

 

identify how boys’ and girls’ bodies change on the outside during this growing up process

 

recognise how I feel about these changes happening to me and know how to cope with those feelings

identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up

 

recognise how I feel about these changes happening to me and how to cope with these feelings

 

4

Piece 2

 

Having A Baby

 

Piece 3

 

 

Girls and Puberty

 

 

correctly label the internal and external parts of male and female bodies that are necessary for making a baby

 

understand that having a baby is a personal choice and express how I feel about having children when I am an adult

describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this

 

know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty

 

 

 

As Church a school we follow the Church of England Guidelines which state that RSE should be based on the following principles:

 

  • The sanctity of marriage is an important belief in Christian teaching and practice.
  • Children should learn the importance of marriage and families as key building blocks of community and society.
  • Sex education includes learning about physical and emotional development.
  • Children will be taught the cultural and religious differences about matters of sexuality
  • Sex education is part of the wider social, personal, moral and spiritual development.
  • Children should be made aware of the way in which advertising and the media influence their views about sexuality.
  • Children should be made more aware of the spiritual dimensions and the joys of intimacy
  • Children should be taught to have respect for their own and others peoples’ bodies
  • Children should learn about their responsibilities to others, and be aware of the consequences of sexual activity.
  • Children should learn that some people choose not to engage in sexual activity and that this should be respected and valued as a response to the gift of faith.
  • Children should be taught to understand the power of sexual desire.
  • Children should be made aware that sex can be used compulsively, competitively and destructively.
  • Children need to learn the importance of protecting themselves and of self-control.
  • Children should be made aware of God’s forgiveness and that there is always a way back.
  • Children should learn that it is important to build positive relationships that involve trust and respect.
  • Children need to learn how to keep themselves safe when using the internet and other forms of technology.
  • Children need to be aware of responsible use of all forms of technology in order to respect the well-being and integrity of others.

 

Withdrawal from RSE lessons

 

Parents/carers have the right to withdraw their children from all or part of the Relationships and Sex Education provided at school, except for those parts included in statutory National Curriculum Science. Those parents/carers wishing to exercise this right are invited in to see the Head Teacher and/or PSHE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the RSE programme until the request for withdrawal has been removed. Materials are available to parents/carers who wish to supplement the school RSE programme or who wish to deliver RSE to their children at home.

 

Working with Parents and Carers

 

The government guidance on RSE (DfEE 2020) emphasises the importance of schools working in partnership with parents and carers. Under current legislation our school will enable parents to exercise their right to withdraw their children from any school SRE taught outside National Curriculum Science (Education Act 1996). Parents have a legal right to see the school RSE policy and to be given a copy of it (Education Act1996). Parents should also be aware that schools are legally required to provide a broad and balanced curriculum. Sex and relationships topics can arise incidentally in other subjects, such as Science, and it is not possible to withdraw pupils from these relatively limited and often unplanned discussions.

 

The Role of the Headteacher

 

It is the responsibility of the Headteacher to ensure that both staff and parents are informed about our sex education policy, and that the policy is implemented effectively. It is also the Headteacher’s responsibility to ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity. The Headteacher ensures that all adults who work with children on these issues are aware of the school policy, and that they work within this framework. The Headteacher monitors this policy on a regular basis and reports to governors, when requested, on the effectiveness of the policy.

 

Monitoring and Review

 

The Teaching and Learning Committee monitors our sex education policy every 3 years. This committee reports its findings and recommendations to the full governing body, as necessary, particularly if the policy needs modification. The Teaching and Learning Committee gives serious consideration to any comments from parents about the sex education programme, and makes a record of all such comments. Governors require the Headteacher to keep a written record, giving details of the content and delivery of the sex education programme that we teach in our school. Governors should scrutinise materials to check they are in accordance with the school’s ethos.

 

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