Relationship and Sex Education Policy

2024 - 2027

Contents

1. Aims        4

2. Statutory requirements        4

3. Policy development        4

4. Definition        5

5. Curriculum        5

6. Delivery of RSE        5

7. Use of external organisations and materials        6

8. Roles and responsibilities        7

9. Parents’ right to withdraw        7

10. Training        8

11. Monitoring arrangements        8

Appendix 1: By the end of secondary school students should know        9

Appendix 2: Parent/carer form: withdrawal from sex education within RSE        11

Version control table

Policy Statement

This policy informs Pledge2Learn’s practice on its various sites, including at Pete’s Place and Bottesford Town Football Club.

Any differentiation in policy across operating sites will be made clear in the body of this text if applicable.

1. 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

The RSE teaching is underpinned by our values of GRIT – Gratitude, Respect, Integrity, and Teamwork in helping young people to understand the importance of maintaining honest and respectful relationships.

2. Statutory requirements

As an independent specialist school, we must provide RSE to all pupils under the Children and Social Work Act 2017.

In teaching RSE, we must have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996.

We must also have regard to our legal duties set out in:

• Sections 406 and 407 of the Education Act 1996
• Part 6, chapter 1 of the Equality Act 2010
• The Public Sector Equality Duty (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Solutions Pledge2Learn we teach RSE as set out in this policy.

3. Policy development

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

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

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

3. Parent/stakeholder consultation – consultation with parents is on an individual basis as new students are admitted to the school due to the small numbers on roll.

4. Student consultation – through discussions with students we identified the key issues that we need to cover in order to support their positive development relating to RSE

5. Ratification – once amendments were made, the policy was shared with The Advisory Board and ratified
6. As part of safeguarding we also pay due diligence to the specific needs of the local area identified by CMARS about the dangers towards young people in our community of being sexually exploited.

4. Definition

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

Our RSE curriculum is set out as per Appendix 1, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents/carers, students and staff, and taking into account the age, developmental stage, needs and feelings of our students. If students ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that students are fully informed and don’t seek answers online.

We will share all curriculum materials with parents and carers upon request.

6. Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

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
• Online and media
• Being safe
• Intimate and sexual relationships, including sexual health

For more information about our RSE curriculum, see Appendices 1 and 2.

These areas of learning are taught within the context of family life, taking care to make sure 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 and 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).

We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs.

1.  Inclusivity

We will teach about these topics in a manner that:

• Considers how a diverse range of students will relate to them
• Is sensitive to all students’ experiences
• During lessons, makes students feel:

• Safe and supported
• Able to engage with the key messages

We will also:

• Make sure that students learn about these topics in an environment that’s appropriate for them, for example in:

• Small groups or targeted sessions
• 1:1 discussions

• Give careful consideration to the level of differentiation needed

2.  Use of resources

We will consider whether any resources we plan to use:

• Are aligned with the teaching requirements set out in the statutory RSE guidance
• Would support students in applying their knowledge in different contexts and settings
• Are age-appropriate, given the age, developmental stage and background of our students 
• Are evidence-based and contain robust facts and statistics
• Fit into our curriculum plan
• Are from credible sources
• Are compatible with effective teaching approaches
• Are sensitive to students’ experiences and won’t provoke distress  

7. Use of external organisations and materials

We will make sure that an agency and any materials used are appropriate and in line with our legal duties around political impartiality.

The school remains responsible for what is said to students. This includes making sure that any speakers, tools and resources used don’t undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  

We will:

• Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:

• Are age-appropriate
• Are in line with students’ developmental stage
• Comply with:

• This policy
• The Teachers’ Standards 
• The Equality Act 2010 
• The Human Rights Act 1998 
• The Education Act 1996 

• Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
• Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
• Review any case study materials and look for feedback from other people the agency has worked with
• Be clear on:

• What they’re going to say
• Their position on the issues to be discussed

• Ask to see in advance any materials that the agency may use  
• Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
• Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
• Check the agency’s protocol for taking pictures or using any personal data they might get from a session
• Remind teachers that they can say “no” or, in extreme cases, stop a session  
• Make sure that the teacher is in the room during any sessions with external speakers  
• Share all external materials with parents and carers

We won’t, under any circumstances:

• Work with external agencies that take or promote extreme political positions
• Use materials produced by such agencies, even if the material itself is not extreme

8. Roles and responsibilities

8.1 The Advisory Board

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

8.2 The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, for sharing resources and materials with parents and carers, and for managing requests to withdraw students from non-statutory components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

• Delivering RSE in a sensitive way
• Modelling positive attitudes to RSE
• Monitoring progress
• Responding to the needs of individual students
• Responding appropriately to students whose parents/carers 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.

8.4 Pupils

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

9. Parents’ right to withdraw

Parents/carers have the right to withdraw their child 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 students’ educational record. The headteacher will discuss the request with parents/carers and take appropriate action.

Alternative school work will be given to students who are withdrawn from sex education.

10. 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 headteacher 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.

11. Monitoring arrangements

The delivery of RSE is monitored by the Lead Teacher through:

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

This policy will be reviewed by the headteacher and the lead teacher annually. At every review, the policy will be approved by The Advisory Board.

Appendix 1: By the end of secondary school students should know

Appendix 2: Parent/carer form: withdrawal from sex education within RSE