RSE Policy

Howard PRIMARY SCHOOL AND NURSERY Relationships and Sexuality Education

(RSE) Policy

Contextual Information

Howard Primary School and Nursery Unit currently have 324 pupils aged 3-11 (During 2016/17). The school is co-educational with equal proportions of male and female pupils. It is located on the edge of Dungannon .

Date of Policy: February 2017

This policy is intended to provide a framework through which young people can develop the skills, attitudes and values necessary to deal with the challenges which they will meet in this very sensitive area.

Where age and topic appropriate the policy takes account of the Equality Act (Sexual Orientation) Regulations (Northern Ireland) 2006

The policy also takes account of the relevant sections of the UNCRC and also how RSE contributes to ESAGS and Equality and Diversity in Education Policy.

The policy links with our Child Centred Provision section of our School Development Plan and related Action Plan.

Description of policy formation and consultation process

The RSE Policy has been drawn up using the guidance provided in the RSE Guidance for Primary Schools August 2015. The policy was consulted with parents March- April 2016. The policy was published on our school website and a paper copy made available upon request from our school office.

The policy will be reviewed on a bi-annual basis: Next review will be in February 2019.

The school principal will be the point of contact for feedback/comments on the RSE Policy.

Rationale

Howard Primary School and Nursery firmly advocates the Personal Development approach where young people are given the skills to help them resist peer and media pressure, and make informed decisions based on their own internal self-respect and self-esteem. Schools are important centres of education that play a huge role in the personal development of all pupils and take this responsibility very seriously.

We in Howard Primary School view the development and implementation of a policy in Relationships and Sexuality (RSE) as an important step towards achieving our aim to develop all aspects of a child’s personality and growth, including the aesthetic, creative, critical, cultural, emotional, intellectual, moral, physical, political, social and spiritual development for personal and family life, for working life, for living in the community and for leisure. We advocate the Personal Development approach where young people are given the skills to help them resist peer and media pressure, and make informed decisions based on their own internal self-respect and self-esteem. The morals and values of our Christian ethos are the core principles that underpin the teaching of RSE. The school is sensitive to the ‘age specific’ nature of many RSE topics and deliver these with the knowledge and support of parents and Governors.

Relationships and Sexuality Education (RSE) is a lifelong process which encompasses the acquisition of knowledge, understanding and skills, and the development of attitudes, beliefs and values about personal and social relationships and gender issues. Sexuality includes all aspects of the human person that relate to being male or female and is subject to change and development throughout life. It is a complex dimension of human life and relationships. As the learning process begins informally in the home we will endeavour to engage in full consultation with parents regarding the aims, objectives and teaching programme of this policy and their views will be considered when implementing and reviewing the policy.

Objectives

Through the delivery of RSE our young people should be able to :

• form values and establish behaviour within a moral, spiritual and social framework
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• examine and explore the various relationships in their personal lives
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• learn how to develop and enjoy personal relationships and friendships which are based on responsibility and mutual respect
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• lay foundations for developing more personal relationships in later life
• make positive, responsible choices about themselves, others and the way they live their livesOutcomesDesired outcomes are:
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• A positive sense of self-awareness, self-esteem and self worth.
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• Personal skills which help to establish and sustain healthy and respectful friendships and relationships
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• An understanding of and a healthy attitude to human sexuality and relationships in a moral, social and spiritual framework
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• Responsible behaviour and the ability to make informed decisions
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• A sense of value for family life and marriage
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• An appreciation of the responsibilities of parenthood
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• appreciation of the value of human life and the wonder of birthThe Management and co-ordination of Relationships and Sexuality Education in the schoolName of the Coordinator: Classroom/teaching arrangements:   For the majority of pupils’ time at primary school children are taught in mixed-gender classes. All topics throughout Nursery- Year 6 are taught as a whole-class, addressing personal development issues in a general fashion. In Year 7 the pupils participate in the ‘Love for Life’ Programme that addresses many sensitive gender specific issues separately. Approaches to learning and teaching: In most instances from Year 1-7 RSE is delivered through a combination of PDMU, Circle Time and Religious Education, Assembly Time and conference events such as Love for Life in Year 7. Provision for pupils with SEN: With ‘reasonable adjustments’ if necessary SEN pupils will access the same provision as other pupils.Relationships and Sexuality Education resources used and criteria for selection: Love for Life materialsHelping Hand Social Guardian Materials      Recognising and challenging inappropriate behaviour and touchwww.nspcc.org.ukwww.safertoknow.info – The Safeguarding Board for Northern Ireland (SBNI) contains useful information and resources to raise awareness on child sexual exploitation.   Strategies for gathering and disseminating the most current and relevant information and research on RSE issues to inform planning and ensure relevance:             
• How to deal with sensitive issues and respond to pupils’ questions: We recognise that, on occasion, certain sensitive issues may require consideration. When attempting to deal with these issues the following procedures will be adopted:
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• It is vitally important that where appropriate (which in the Primary setting is unlikely) any curricular delivery advocates abstinence as the acceptable option for all young people. As a school we believe that it is parent’s responsibility to address issues of sexual orientation and gender identity. School staff did not feel that this was an age appropriate issue for them to be dealing with and would refer all such matters to a parent or guardian or relevant external body. Bullying on the grounds of sexual orientation, is as unacceptable as it is in any other situation where someone is mistreated or bullied because of their differences from those who are perceived to be the majority. All issues relating to bullying on the grounds of sexual orientation will be dealt with appropriately in line with the general school anti - bullying policy.
• Sexual orientation, gender identity and homophobic bullying
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• www.kidsmart.org.uk – This website contains useful support for teachers, including resources for teaching children about staying safe online.
• www.childnet.com/teachers-and-professionals - Childnet provides in-depth advice for teachers in their ‘hot topics’ section, covering issues such as sexting, online grooming, cyber bullying and online gaming safety. There is also an online resources bank which contains lesson plans and activity ideas suitable for children of primary school age – this is available at www.childnet.com/resources
• www.thinkyouknow.co.uk – Child Exploitation and Online Protection (CEOP) ‘thinkyouknow’ website contains advice and resources for teachers exploring the risks which children and young people are exposed to when online. CEOP have produced targeted advice and guidance for parents or carers and teachers and children age 5-7 and 8-10.
• www.saferinternet.org.uk – UK Safer Interney Centre have produced a range of resources to help schools teach pupils about staying safe online. These resources include a range of games, films, quizzes and advice. (Age 3-11)
• Keeping children safer in the digital world
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• NSPCC Child Abuse material
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• Pregnancy  
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• In the event of a young woman informing the school that she is pregnant we will consider if child protection is an issue. Advice will initially be sought from the school’s designated teacher for child protection and if it is deemed necessary the school will follow its child protection guidelines.
• We aim to support any Young women who may become pregnant whilst enrolled at our school. Following consultation and agreement with the young mother to be, referral may be made to the EA’s SAM (School Age Mothers) Project.

• Child Protection  

 

• If, for any reason, a young person is deemed to be at risk, then he/she will be informed that confidentiality must be breached, and the reasons for the breach. The young person will also be reassured that he/she will be supported throughout the process.  

• Recording and Referral – Clear and concise records will be kept pertaining to all issues outlined above.  Staff development and training: As is required or dictated by the School Development Plan.       Procedures for involving and consulting with parents or carersParents or carers with learning difficulties: Reasonable adjustments will be made to our RSE Policy to be as user friendly as possible, a parent /care friendly summary will be made available. The school will facilitate parent/teacher meetings to explain the RSE ProgrammeParents’ or carers rights and responsibilities: We recognise that parents have the prime responsibility for bringing up their children and we will therefore seek to ensure that our RSE programme complements and is supportive of the parents’ role.   Withdrawal from RSE- how school will provide support for pupils who are removed from part or the entire RSE programme: It is hoped that through on-going dialogue and communication with parents/carers that all issues of concern can be addressed prior to sensitive topics being covered in Year 7. However if a parent wishes to make their own arrangements to present these topics to their child or remove them from the Year 7 programme that will be facilitated.  Links across the curriculum and to the wider life of the schoolHow the learning and teaching in RSE links across the curriculum to other Areas of Learning in Key Stage 1 and 2: PDMU, Drugs and Alcohol Education, Circle Time, Class and Whole School Assemblies.How elements of the wider pastoral programme support and complement the RSE programme e.g. school assembly: School staff will take opportunity where appropriate to integrate subject matter that addresses RSE issues in a whole school assembly. E.g. During Anti-Bullying Week.How other school initiatives support and complement RSE e.g. UNICEF Rights Respecting School:, Anti-Bullying Week, Love for Life Programme, Helping Hands Social Guardian Programme      

 

• This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies:
• Related school policies
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• We recognise that parents have the prime responsibility for bringing up their children and we will therefore seek to ensure that our RSE programme complements and is supportive of the parents’ role.
• Parental Partnership
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• Engagement with parents or carers- information, providing materials/reading for home use: The school will never attempt to assume the cloak of parental responsibility. Rather, we view parents as having prime decision making responsibilities. It is paramount that we work in partnership with parents, particularly in relation to these sensitive issues. Details of the course contents will be provided to all parents and parental permission sought for pupil participation.
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• Procedures for involvement of outside agencies/individuals in supporting the delivery of RSE: As is required by individual cases.
• Confidentiality and disclosures: Any matters related to RSE will be treated with the highest level of confidentiality and any disclosures will be handled in line with our Child Protection Policy and Safe Guarding arrangements.
• Specific issue statements
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• Monitoring and evaluation of RSE provision: This school recognises and accepts the importance of on-going monitoring and evaluation of all aspects of the RSE programme. To this end we follow the procedures for self-evaluation as outlined in the DE documents ‘Together Towards improvement’ and ESAGS.
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• Pastoral Care Policy
• Personal Development Curriculum Policy
• Safeguarding/Child Protection Policy
• Internet Safety/e-Safety Policy:
• Misuse of Substances/Drugs Education Policy
• Positive Behaviour Policy
• Anti-Bullying Policy
• First Aid Policy
• Storage and Administration of Medication policy Guidance documentsThe following guidance documents by CCEA may also be of use to teachers in planning their Relationships and Sexuality Education Provision:
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• Living. Learning. Together.
• Personal Development and Mutual Understanding (PDMU) Guidance Booklet
• PDMU Progression Grid
• Active Learning and Teaching Methods for Key Stage 1 and 2
• Assessment for Learning: A Practical Guide
• Thinking Skills and Personal Capabilities at Key Stage 1 and 2.

All documents are available at www.ccea.org.uk