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Co-op Academy Brierley - Relationships Education, RSE and Health Education Policy: 2024-2025

Relationships Education, Relationships and Sex Education (RSE), and Health Education.

This policy was adopted

May 2025

This policy is due for review in May 2026

Section 1: Context of our Relationships, Sex Education and Health Education Policy.

This policy refers to the mandatory subject of Relationship education and Health Education for all school pupils. Some aspects of the non-mandatory for primary schools, developmentally appropriate subject of sex education will be taught where it is deemed appropriate for some our pupils. School will ensure that our teaching is sensitive, age appropriate, developmentally appropriate and delivered with reference to the law.

(DFE Relationships Education, Relationships and Sex Education, and Health Education)

Definition of and Beliefs regarding RSE at Co-op Academy Brierley

RSE is about the emotional, social and cultural development of pupils, and involves learning about safe relationships, healthy lifestyles, diversity, different cultures, personal identity, and where appropriate bodily changes and puberty.

RSE involves a combination of sharing information, and exploring issues and values.

RSE is not about the promotion of sexual activity.

We believe that:

RSE is about promoting positive relationships, safe and appropriate behaviour, self-esteem, health and hygiene and learning about ourselves including emotions and physical changes. It is also about developing and understanding and awareness of unhealthy relationships, for example bullying and possible online relationship risks.
RSE is about lifelong learning to help children to grow into adults who can make informed choices to allow them to have safe, positive and healthy relationships with themselves and others. This includes acceptance of all choices of relationships and sexual orientation including LQBTQI+ (Lesbian, Gay, Bisexual, Transsexual, Queer and Questioning) in accordance with the Equality Act 2010.
All children have an entitlement to good quality RSE which takes into account personal difference and cultural diversity.
RSE is most effective when provided as part of a wider context of spiritual, moral, social and cultural (SMSC) development and is strongly linked to Personal, Social and Health education (PSHE) or Personal, Social and Emotional Development (PSED) within a whole school context.
Where aspects of RSE are delivered this will be in cooperation with parents, carers, healthcare professionals and teachers in both home, in the community and school settings.

The teaching of RSE at Co-op Academy Brierley follows the statutory guidance for “Keeping Children Safe in Education” (Sept 2024).

Development and dissemination process

This policy was formulated by the PSHE/RSE coordinator in consultation with the Head Teacher, the Safeguarding team. The policy was informed by consultation discussions with the school council, local faith leaders, parents and pupil voice. 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. Governor consultation - Academy Council members were given the opportunity to look at the policy and make recommendations

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

3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy (where individuals are unable to attend the consultation, alternative arrangements will be made via a series of virtual meetings at convenient times)

4. Pupil consultation – we investigated what exactly pupils want from their RSE, where appropriate through the use of student council.

5. Sharing process - all parents/carers were given access to the policy.

The policy will be communicated to all staff and Academy council members and any relevant partner agencies such as the school nurse. A summary of the policy including an overview of the scheme of work will be made available to parents on the school website, the policy will be presented and explained to parents as part of the school admission process and an accessible hard copy can be sent home to families. Copies of the policy can be translated if requested by parents.

Statutory Requirements

As a primary and secondary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We don’t have to follow the National Curriculum, but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science. This would include the elements of sex education contained in the science curriculum.

In teaching RSE, we’re 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.

We also have regard to 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 Co-op Academy Brierley, we teach RSE as set out in this policy.

The relationship to other schools’ policies

Please use this policy in conjunction with sections of the following relevant policies:

PSHE policy

Curriculum Policy

Science Policy

Safeguarding Policy including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation

Staff Code of Conduct

SEND Report and Policy

Use of outside visitors in school policy

Anti-bullying and behaviour Policies

Hygiene and Close Personal Contact Policy

Entitlements

Pupils are entitled to:

Information that is appropriate, up-to date and delivered in an accessible way to suit the children’s specific educational, emotional and physical needs of our pupils.
A flexible, well-planned Relationship and health education program which meets the children’s changing needs over time, which is delivered through our broad PSHE and PSED curriculum.
High quality resources suited to the needs of the pupils.
A safe space where pupils can share their views and ideas in a respectful and non- judgmental environment.
Be informed of issues of confidentiality and how it affects them.
Opportunities to give consent.
Access to a range of communication aids/devices that assist them in expressing their thoughts, interests and views.

Adults working with children are entitled to:

Access to information which is accurate and up-to-date.
High quality and relevant resources.
Clear guidance on the expectations and responsibility of all adults in relation to the planning and teaching of Relationship and health education and where appropriate RSE, distributed through the curriculum programmes of learning.
Professional guidance and support from subject leaders, school leaders and where appropriate outside agencies.
Opportunities to share good practice, and reflect upon their own practice.
Be informed of the issues surrounding confidentiality and school procedures to be followed
Access annual safeguarding and child protection refresher training.
Access safeguarding and child protection training as part of their induction.

Relevant documents including government guidance and strategies will become available on the school website and are available now on request.

Parents, carers and other adults in the community are entitled to:

Information about schools RSE policy, teaching practice including when RSE is taught and what will be covered within the RSE sessions.
Be informed about the importance of RSE to safeguard pupils and their families
Understand how RSE provides essential lifelong learning for their children
An open dialogue and opportunities to liaise and discuss RSE with teaching staff, subject leaders and school leaders.

Section 2: Aims and Objectives of Relationship Education and health education.

Aims of RSE at Co-op Academy Brierley

The fundamental curriculum intent in PSHE inc. RSE for all of the pupils at Co-op Academy Brierley is to develop core skills and knowledge that allows them to:

Build strong and positive reciprocal relationships
Ensure that they keep themselves safe and healthy
Regulate and understand their own feelings alongside the feelings of others
Be prepared for growing up and associated bodily changes
Accept and appreciate differences between people

The aims of relationships and sex education (RSE) at our school are to:

Provide a framework and safe space in which sensitive and developmentally appropriate discussions can take place
Prepare pupils for puberty, and give them an understanding of bodily development, emotional changes and the importance of health and hygiene, including menstruation.
Help pupils develop feelings of self-respect, confidence and empathy
Create a positive culture around building healthy relationships, including online relationships and self development
Understand, develop and display appropriate and safe behaviors, including online behaviors.
Teach pupils the correct vocabulary to describe themselves and their bodies, in order to safeguard themselves
Develop an understanding of sexual development, how and when to display sexualised behaviours and reproduction (This will be accessible for pupils that have been identified as requiring this support and after in-depth discussions with parents or carers.

How we assess this learning

At Co-op Academy Brierley our pupils will be assessed using our bespoke PSHE and early PSED assessment frameworks, which break down the development of our pupils in small and measurable learning steps. Where appropriate pupils will also be assessed use their Personalised Learning Goals (PLGs) which are linked to the needs and outcomes stated on their Education, Health and Care Plan (EHCP).

Evidence of pupil progress and attainment will be gathered on our online app Evidence For Learning (EFL), and class leads and teams will regularly assess pupils based on our assessment policy.

Management and Responsibilities of RSE

The PSHE subject lead will oversee the coordination and support teachers in the implementation of RSE across the school in consultation with other subject leads. They will seek advice from Co-op Academies Trust, the school nursing team, DAP group and liaise with other staff and professionals involved. They are also responsible for reviewing and evaluating RSE at our school and reporting back to the Head teacher with their findings.
The PSHE subject lead will oversee the development of the PSHE programme of learning which states what skills and knowledge, relating to RSE, teachers should be teaching each term.
Teachers will be responsible for planning, delivering and assessing in their class with the support of the PSHE subject lead.
The Headteacher holds responsibility for the RSE policy and will be assisted in moderating its implementation by the PSHE subject lead.

Curriculum Overview

Co-op Academy Brierley has a five-year rolling PSHE program that embeds skills and knowledge pertaining to RSE throughout the year.

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

We deliver our PSHE/RSE curriculum through our differentiated pathways, creating a programme of learning that lists the differentiated knowledge and skills needing to be taught within each pathway.

Our PSHE curriculum themes will incorporate learning related to RSE. Our themes are as follows:

The world we live in
Self awareness
Self care, support and safety
Managing feelings
Changing and growing
Healthy lifestyles

Section 3: Delivering Relationship education and Health Education

How is the curriculum going to be delivered?

RSE will be taught in a variety of ways, dependent on each of the different pathways within school. It is also interwoven into pupils’ daily activities, for example personal hygiene routines, developing relationships with others, social activities, individual behaviour support plans, assemblies, and routines such as changing for swimming and PE.

RSE will also be focused on during PSHE lessons (where appropriate), where the topics are closely related to the PSHE curriculum long-term plan and can be linked to those lessons.

Our RSE Policy is an integral part of our whole PSHE education provision, we ensure RSE is matched to the needs of our pupils by accurate use of assessment and considering the pupils cognition levels and age to ensure content is appropriate and inclusive.

Our RSE curriculum for Primary pupils aims to give young people the information they need to help them recognise safe relationships including online.

Our Curriculum for Primary pupils includes the following:

Families and people who care for me - that families are important for children growing up because they can give love, security and stability. The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

Caring friendships - How important friendships are in making us feel happy and secure, and how people choose and make friends. The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties

Respectful relationships - The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. Practical steps they can take in a range of different contexts to improve or support respectful relationships. The conventions of courtesy and manners. The importance of self-respect and how this links to their own happiness. That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

Online relationships - That people sometimes behave differently online, including by pretending to be someone they are not. That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous. The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.

Being safe - about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact, how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.

Our RSE provision for Secondary pupils in Key Stage 3 and 4 aims to give young people the information they need to help them develop healthy, nurturing relationships of all kinds.

Our Curriculum for Secondary pupils includes the following:

Respectful Relationships- What makes a good friend, colleague and marriage or other types of committed relationships.
Families- different types of families and roles within the family. How to determine information is trustworthy from a range of types of relationships within the family and wider community.
It will cover contraception, developing intimate relationships and will teach what is acceptable and unacceptable behaviours in relationships.
Online Media- pupils will be taught their rights and responsibilities online, including acceptable and expected behaviours. Online risks and the impact of harmful content; That sexually explicit material such as pornography is a distorted picture of sexual behaviours.
Being safe- pupils will learn about the concept of laws relating to sexual contact, sexual exploitation, abuse, grooming, harassment, coersion, FGM and rape.
Intimate and sexual relationships including sexual health- recognising the aspects and characteristics of a healthy intimate relationship. Facts about reproductive health, all aspects of health can be impacted by choices. Facts on contraceptive choices.
Physical health- changing adolescent bodies, key facts about puberty and the changing adolescent body with relation to menstrual wellbeing, the changes that take place in males and females and implications for emotional and physical health.

We will teach RSE in a manner that:

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

- Safe and supported

- Able to engage with the key messages

We will also:

Make sure that pupils learn RSE knowledge and skills in an environment that’s appropriate for them, for example in:

- A whole-class setting

- Small groups or targeted sessions

- 1-to-1 discussions

- Digital formats

Give careful consideration to the level of differentiation needed

What resources will be used?

Lessons should include the key Makaton signs and Widgit symbols, to support the children’s learning, comprehension and communication (resources are available and staff have accessed regular training on this).

Teachers will be responsible for selecting and using resources suitable for the needs and cognitive level of the children in the class. When selecting resources teachers must consider:

the suitability of age, maturity, cognitive and physical ability of the children
whether they are accurate and up-to-date
that they do not show unfair biases e.g. towards a commercial product
that they avoid racial, gender and sexual stereotyping
that they relate to the aims and objectives of this policy and the curriculum
their appeal adults and children
that they are inclusive and represent a broad range of society including different faiths, cultures and special educational needs.
whether they are are from credible sources
if they fit into our school curriculum plan
if they would support pupils in applying their knowledge in different contexts and settings

How will potentially sensitive and controversial issues be handled?

Due to the nature of RSE and to protect children’s privacy, distancing techniques will be employed so that issues will be able to be discussed without disclosing personal experience. Examples of these techniques may include puppets, case studies, role-play, videos, dolls, story books. Adults will also refrain from discussing personal experiences and will not promote one particular lifestyle over another.

How will we Safeguard our pupils during RSE sessions?

We are aware that children may disclose information at any time to any member of staff therefore all staff will be familiar with the academy Safeguarding Policy including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation and the Staff Code of Conduct.

Where the child is not at risk but the disclosure is inappropriate for the rest of the children in the class (particularly in mixed aged/gender classes) it may be necessary to support the child in a one-to-one context in discrete and sensitive manner which may lead to extra lessons targeted at supporting that child or a group of children with similar issues.

Absolute confidentiality is unable to be offered by staff. Children however, will be told if information is to be shared.
If a child is thought to be at risk, adults must report this to a member of the safeguarding team /designated safeguarding lead and or deputies (as highlighted on the flow charts around school and follow Safeguarding Policy including Child Protection, Online Safety, Preventing Radicalisation and Child Sexual Exploitation
As there are multiple members of staff in each classroom it is important that there is good communication between the staff as seemingly innocent disclosures could build up to a bigger picture indicating the child needs support or is this at risk.
Staff must report any safeguarding concerns using the Child Protection Online Management System (CPOMS) - staff have received dedicated training on this.

When is RSE going to be taught?

It is to be taught as soon as the children start school, from foundation stage, “because the basis is learning about relationships with families and friends, and developing life skills such as decision-making and assertiveness. Children need to learn and practice the skills from a very early age” (Sex Education Forum 2004).

At Co-op Academy Brierley RSE will be embedded within the wider PSHE curriculum. Dedicated PSHE sessions are delivered weekly in conjunction with any additional PSHE sessions that are appropriate and meet the needs of each class.

When is puberty going to be taught?

We will teach about puberty in Year 4, 5 and Year 6 through the Science and RSE curriculum. Children will be prepared for learning about puberty through the themes of ‘My Special people, Growing up, Everybody’s body, and Relationships in previous KS1 curriculum (Year 1,2 and 3).

In year 4 and 5 pupils will be taught about puberty through the themes of: ‘ Time to change, Wet Dreams and Menstruation, and Personal Hygiene’.

With relation to puberty being taught through science, the themes include ‘Life cycles,

Reproduction in Animals and Growth and Development’.

In year 6 pupils will be taught puberty in RSE through the themes of: ‘Puberty- change and becoming independent, positive relationships and how a baby is made’.

As a school we believe it is important to educate and prepare children for the changes they experience in their bodies. We consider it to be an extremely important factor in preparing our pupils for adulthood and to develop their independence skills.

As a school we are going to use the anatomically correct words, Makaton signs and symbols for genitalia e.g. penis, anus, breast, vulva and vagina from the Foundation Stage onwards as a matter of safeguarding. We recognise that this is particularly important for the pupils within the academy due to the nature of intimate care that we provide.

When is menstruation going to be taught?

We recognise the importance of preparing girls for menstruation to reduce any potential anxieties, distress and fears . We teach about menstruation specifically in year 4 through the RSE curriculum. Good communication should be maintained between teachers, support staff, parents and school nurses so that children who are showing early signs of puberty are identified.

Following the advice of the school nurse, who is experienced in working with children with SEND on menstruation, it is important to continue education on menstruation after the child has their initial period so that they are continually prepared. Staff need to be aware that some of the girls in our school will start their periods early or have irregular periods due to medication or medical conditions. We will provide support for pupils and their families at home through providing information, resources and links to other agencies where needed. Sometimes families may need an Early Help referral to support their needs, and this will be done through liaising with the safeguarding team.

Sensitive provision will be arranged for girls who have started menstruating. Sanitary bins will be provided in toilet and hygiene areas and there will be provision of ‘emergency’ sanitary protection. Support will also be available for parents from the PSHE subject lead, class team, the parental involvement officer and the school nurse. In certain cases social stories containing symbols may be produced for parents to use at home with their children. Staff have received training on how to produce personalised social stories to meet the needs of all our pupils and can liaise with both the Safeguarding and communication teams to seek advice and support.

At Co-op Academy Brierley we recognise the detrimental effect that period poverty may have on some of our pupils and their attendance at the academy. In order to address this issue, we aim to continually stock and replenish a range of feminine hygiene products, continually liaising with our pupils and their families regarding which products should be used. Products will be acquired from a range of sources including staff donations, donations to our food bank and liaising with local food and period poverty charities.

Romantic relationships

At our special school, we recognise that romantic relationships are a natural part of growing up and an important aspect of personal development. We aim to support pupils in developing healthy, respectful, and age-appropriate relationships while ensuring their safety and wellbeing. Any romantic relationships that emerge in school are managed sensitively, with staff providing guidance that aligns with our RSE curriculum and safeguarding policies. We encourage open communication and work closely with families to ensure a consistent approach. While we respect pupils’ rights to express affection and form connections, we provide clear boundaries to ensure that all interactions are appropriate for a school setting and meet individual needs.

The use of external organisations and materials

Where appropriate the academy may feel it appropriate to utililse external organisations and materials to support the teaching of RSE. We will make sure that an agency and any materials used are appropriate and in line with our legal duties around political impartiality.

The academy remains responsible for what is said to pupils. 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 pupils’ developmental stage
Comply with:

> 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 and schools 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

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

Parental Involvement and opting out of RSE lessons

Parents will be invited to a meeting with SLT and the PSHE/RSE co-ordinator to explain the meaning of RSE, how it is taught and how we support our pupils’ development through it. Parents will have the opportunity to ask questions, raise concerns and share ideas or their own experiences. Relationships education is compulsory and is essential to personal development and British values, but sex education is not. If a parent/carer insists on withdrawing their child from this part of their education, despite the academy's efforts to explain the importance and sensitive nature of how it is delivered, this discussion must be documented on CPOMS, discussed with the PSHE subjects and the Headteacher. Alternative school work will be given to pupils who are withdrawn from sex education.

Planning will be shared with parents via our school communication platform. Lessons including planning, resources and powerpoints will be shared informing parents on the content aimed to be taught to their pupils. Resources will be shared prior to teaching to create an open, honest and transparent line of communication.

Local and national strategies and guidance

RSE is part of the wider context of promoting spiritual, moral, social and cultural development for young people. Therefore our policy covers priorities from a range of local and national guidance and strategies listed below:

Relationships Education, Relationships and Sex education and Health Education. DFE
Sex and relationships education (RSE) for the 21st century supplementary advice to the sex and relationship education guidance DfE (0116/2000)
Sex and relationships education for children and young people with learning difficulties (National Children’s Bureau for the Sex Education Forum May 2004)
Ur choice plus relationships and sex education for people with learning disabilities
PSHE education programme of study (PSHE Association, September 2014)
Science curriculum Statutory Guidance National curriculum in England: science programmes of study (DfE updated sixth of May 2015)
The Education Act 1996 (DfE)
Statutory guidance National Curriculum in England: framework for key stages 1 to 4 (DfE December 2014).
Promoting fundamental British values as part of SMSC in schools (DfE Nov 2014)