At Co-op Academy Southfield, we understand the importance of educating students about relationships, sex and their health, in order to help them make responsible and well-informed decisions in their lives.

The teaching of Relationships, Sex and Health Education can help to prepare students for the opportunities, responsibilities and experiences of adult life. It allows us to promote the spiritual, moral, social, cultural, mental and physical development of pupils at school and in wider society. We have an obligation to provide pupils with high-quality and age-appropriate teaching of these subjects.

This policy outlines how the school’s RSE and health education curriculum will be organised and delivered, to ensure it meets the needs of all students.

RSE and health education is lifelong learning about physical, sexual, moral and emotional development, which involves acquiring information, developing skills and forming positive values and attitudes.

RSE and health education promotes an understanding of the importance of stable, loving relationships, mutual care and respect. it develops students’ abilities to be responsible for their personal safety, their general health and sexual health, and their emotional wellbeing.

This policy includes a focus on attitudes, values and the skills required to manage interpersonal relationships, which are important in enabling our students to become confident, resilient and independent young adults who have a voice.

Children and young people who have special educational needs and learning disabilities (SEND) are particularly vulnerable to abuse of a sexual nature because of their:

Relative immaturity in understanding when compared to their non-disabled peers;
A high and continuing dependency on adults for many aspects of their personal care when compared to their non-disabled peers.
Reduced communication skills

Some children and young people with learning disabilities may also be capable of undertaking abusive behaviours against others, particularly when emerging sexuality is combined with their:

Relative immaturity in understanding when compared to their non-disabled peers;
Limited ability to control their inter-personal emotions and behaviours;
Lack of empathy towards the feelings of others.

Society can often dismiss the notion that children and young people who have learning disabilities have a right to an adulthood that includes an intimate relationship with others, and perhaps may not recognise the importance of RSE and health education for these vulnerable learners. It is important that students at Co-op Academy Southfield have the opportunity to learn about the importance of:

Rights and responsibilities
Consent
Diversity and equality
Relationships
Risk and safety including online exploitation
Family life
Life cycles and physical development

Legal Framework

This policy has due regard to all relevant legislation and statutory guidance including, but not limited to, the following:

• Equality Act 2010

• DFE (updated 2021) Personal, social, health and economic education’.

• Children and Social Work Act 2017

• DfE (2022) ‘Keeping children safe in education 2022’

• DfE (2021) ‘Teaching about relationships, sex and health’

• DfE (2023) ‘Teaching online safety in schools’.

• DfE (updated 2021) ‘Relationships and sex education (RSE) and Health education’

• DfE (updated 2022) ‘Plan your relationships, sex and health curriculum’.

• DfE (2015) ‘National curriculum in England: science programmes of study’

This policy is also informed by and forms part of the umbrella of policies associated with our Child Protection and Safeguarding Policy and operates in conjunction with (but not limited to) the following school policies:

• Behaviour & Anti-Bullying Policy

• Online Safety Policy

Roles and responsibilities

The Academy Governing Council is responsible for:

• Ensuring all pupils make progress in achieving the expected educational outcomes.

• Ensuring the RSE and health education curriculum is well-led, effectively managed and well-planned.

• Evaluating the quality of provision through regular and effective self-evaluation.

• Ensuring that teaching is delivered in ways that are accessible to all pupils with SEND.

• Providing clear information to parents on the subject content and the right to request that their child is withdrawn.

• Ensuring RSE and health education is resourced, staffed and timetabled in a way that ensures the school can fulfil its legal obligations.

The headteacher is responsible for:

• The overall implementation of this policy.

• Ensuring all staff are suitably trained to deliver the subjects.

• Ensuring parents are fully informed of this policy.

• Reviewing all requests to withdraw pupils from non-statutory elements of the RSE and health education curriculum.

• Discussing withdrawal requests with parents, and the pupil if appropriate, to ensure their wishes are understood and to clarify the nature and purpose of the curriculum, including the benefits of receiving the education.

• Ensuring withdrawn pupils receive appropriate, purposeful education during the period of withdrawal.

• Encouraging parents to be involved in consultations regarding the school’s RSE and health education curriculum.

• Reviewing this policy on an annual basis.

• Reporting to the academy governing council on the effectiveness of this policy and the curriculum.

The RSE and health education subject leader is responsible for:

• Overseeing the delivery of RSE and health education.

• Working closely with colleagues to ensure the RSE and health education curriculum compliments, and does not duplicate, the content covered in other curriculum subjects.

• Ensuring the curriculum is age-appropriate, developmentally appropriate and of high quality.

• Reviewing changes to the RSE and health education curriculum and advising on their implementation.

• Monitoring the learning and teaching of RSE and health education, providing support to staff where necessary.

• Ensuring the continuity and progression between each year group.

• Helping to develop colleagues’ expertise in the subject.

• Ensuring teachers are provided with adequate resources to support teaching of the curriculum.

• Ensuring the school meets its statutory requirements in relation to RSE and health education.

• Leading staff meetings and ensuring all members of staff involved in the curriculum have received the appropriate training.

• Organising, providing and monitoring CPD opportunities in the subject.

• Ensuring the correct standards are met for recording and assessing pupil performance.

• Monitoring and evaluating the effectiveness of the subjects and providing reports to the headteacher.

The DSL is responsible for:

• Offering advice and consultation for safeguarding-related subjects in the RSE and health education curriculum.

• Promoting knowledge and awareness of safeguarding issues amongst staff.

• Being an appropriate point of contact for staff who have concerns about the welfare of a pupil that have arisen through the teaching of RSE and health education.

Classroom teachers and those who work like teachers are responsible for:

• Acting in accordance with, and promoting, this policy.

• Delivering RSE and health education in a manner that is sensitive, of high quality and appropriate for each year group.

• Ensuring they do not express personal views or beliefs when delivering the curriculum.

• Planning lessons effectively, ensuring a range of appropriate teaching methods and resources are used to cover the content.

• Modelling positive attitudes to RSE and health education.

• Monitoring pupil progress in RSE and health education.

• Reporting any concerns regarding the teaching of RSE or health education to a member of the SLT.

• Reporting any safeguarding concerns or disclosures that pupils may make as a result of the subject content to the DSL.

• Responding appropriately to pupils whose parents have requested to withdraw them from the non-statutory components of RSE, by providing them with alternative education opportunities.

Organisation of the RSE and health education curriculum

For the purpose of this policy:

• “Relationships and sex education” is defined as teaching pupils about developing healthy, nurturing relationships of all kinds, and helping them to understand human sexuality and to respect themselves and others.

• “Health education” is defined as teaching pupils about how they can make good decisions about their own health and wellbeing, and how physical health and mental wellbeing are interlinked.

The RSE and health education curriculum has been developed in consultation with teachers, pupils and parents, and in accordance with DfE recommendations and any updates will be made using the same approach.

We will gather the views of teachers, pupils and parents in the following ways:

• Questionnaires

• Meetings

• Letters/information on our website

• Training sessions

The DfE Relationships Education, Relationships and Sex Education (RSE) and Health Education statutory guidance 2019 sets out that:

“33. Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning teaching for pupils with special educational needs and disabilities who represent a large minority of pupils. High quality teaching that is differentiated and personalised will be the starting point to ensure accessibility. Schools should also be mindful of the preparing for adulthood outcomes as set out in the SEND code of practice, when teaching these subjects to those with SEND.”

“35. In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law.”

At Co-op Academy Southfield, Relationships and Sex Education (RSE) and Health Education is largely delivered through the PSD curriculum. RSE lessons and Health & Wellbeing lessons are taught throughout each year group, building on, and repeating where necessary, previous learning, to embed skills, values and attitudes to equip our students for adulthood.

Relationships education and Health education are taught to whole classes, however Sex education is taught in discreet ‘boys groups’ and ‘girls groups’ following parent consultations and as dictated by each student’s needs, ability, level of development and level of understanding. Expert or specialist staff are available to support tutors with teaching these parts of the curriculum.

The school will ensure that the curriculum remains in line with the DfE’s ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education’ guidance at all times.

The school will consider the context and views of the wider local community when developing the curriculum to ensure it is reflective of circumstances in the local area. The religious background of all pupils will also be considered when planning teaching, to ensure all topics included are appropriately handled.

The RSE and health education curriculum will be informed by topical issues in the school and wider community, to ensure it is tailored to pupils’ needs.

RSE subject overview

We will consider the requirements of the national curriculum, which is shown below, and how it applies to our students, and will aim, where possible, to ensure that within their own areas of development, they are exposed to as many of the following areas as they are able to access. Not all students will be able to access all areas described.

Families

That there are different types of committed, stable relationships.
How these relationships might contribute to human happiness and their importance for bringing up children.
What marriage is, including their legal status, e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.
Why marriage is an important relationship choice for many couples and why it must be freely entered into.
About the roles and responsibilities of parents with respect to raising children, including the characteristics of successful parenting.

Pupils will also know how to:

Determine whether other children, adults or sources of information are trustworthy.
Judge when a family, friend, intimate or other relationship is unsafe, and recognise this in others’ relationships.
Seek help or advice if needed, including reporting concerns about others.

Respectful relationships, including friendships

By the end of secondary school, pupils will cover:

About the characteristics of positive and healthy friendships in all contexts (including online), including trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationships.
Practical steps they can take in a range of different contexts to improve or support respectful relationships.
How stereotypes, particularly those based on sex, gender, race, religion, sexual orientation or disability, can cause damage, e.g. how they might normalise non-consensual behaviour.
That in school and wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs.
About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to seek help.
About the types of behaviour in relationships that can be criminal, including violent behaviour and coercive control.
What constitutes sexual harassment and violence and why these are always unacceptable.
About the legal rights and responsibilities regarding equality, with reference to the protected characteristics defined in the Equality Act 2010, and that everyone is unique and equal.

Online and media

By the end of secondary school, pupils will cover:

Their rights, responsibilities and opportunities online, and that the same expectations of behaviour apply in all contexts.
About online risks, including that material shared with another person has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
Not to provide material to others that they would not want shared further and not to share personal material which they receive.
What to do and where to get support to report material or manage issues online.
The impact of viewing harmful content.
That specifically sexually explicit material, e.g. pornography, presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
That sharing and viewing indecent images of children is a criminal offence which carries severe penalties, including jail.
How information and data is generated, collected, shared and used online.

Being safe

By the end of secondary school, pupils will cover:

About the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships.
How people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn – this includes online.

Intimate and sexual relationships, including sexual health

By the end of secondary school, pupils will cover:

How to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.
That all aspects of health can be affected by choices they make in sex and relationships, positively and negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.
The facts about reproductive health, including fertility and the potential impact of lifestyle on fertility for both men and women.
The range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others.
That they have a choice to delay sex or enjoy intimacy without sex.

The facts about the full range of contraceptive choices, their effectiveness and options available.
The facts around pregnancy including miscarriage.
That there are choices in relation to pregnancy, with legally and medically accurate, impartial information on all options including keeping the baby, adoption, abortion and where to get further help.
How the use of alcohol and drugs can lead to risky sexual behaviour.
How to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.

Health education subject overview

The physical health and mental wellbeing curriculum will continue to develop pupils’ knowledge on the topics taught at a primary level, in addition to the content outlined in this section.

Mental wellbeing

How to talk about their emotions accurately and sensitively, using appropriate vocabulary.
That happiness is linked to being connected to others.
How to recognise the early signs of mental wellbeing concerns.
About common types of mental ill health, e.g. anxiety and depression.
How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.
About the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.

Internet safety and harms

About the similarities and differences between the online world and the physical world, including the impact of unhealthy or obsessive comparison with others online, over-reliance on online relationships, the risks related to online gambling, how information is targeted at them and how to be a discerning consumer of information online.
How to identify harmful behaviours online, including bullying, abuse or harassment, and how to report, or find support, if they have been affected by those behaviours.

Physical health and fitness

The positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress.
The characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight, including the links between an inactive lifestyle and ill health.
About the science relating to blood, organ and stem cell donation.

Healthy eating

By the end of secondary school, pupils will cover how to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer.

Drugs, alcohol and tobacco

The facts about legal and illegal drugs and their associated risks, including the link between drug use and serious mental health conditions.
The law relating to the supply and possession of illegal substances.
The physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood.
The physical and psychological consequences of addition, including alcohol dependency.
The dangers of drugs which are prescribed but still present serious health risks.
The facts about the harms from smoking tobacco, the benefits of quitting and how to access the support to do so.

Health and prevention

Personal hygiene, germs including bacteria, viruses, how they are spread, treatment and prevention of infection, and about antibiotics.
Dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist.
The benefits of regular self-examination and screening.
The facts and science relating to immunisation and vaccination.
The importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn.

Basic first aid

Basic treatments for common injuries.
Life-saving skills, including how to administer CPR.
About the purpose of defibrillators and when one might be needed.

Changing adolescent body

Key facts about puberty, the changing adolescent body and menstrual wellbeing.
About the main changes which take place in males and females, and the implications for emotional and physical health.

The programmes of study are under development and will be available on our website.

Delivery of the curriculum

We believe that pupils with SEND are entitled to learn about RSE and health education, and our curriculum is designed to be inclusive of all pupils. We understand that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND. Where there is a need to tailor content and teaching to meet the needs of pupils at different developmental stages, we will ensure the teaching remains sensitive, age-appropriate, developmentally appropriate and is delivered with reference to the law.

Through effective organisation and delivery of the RSE and health education, we will ensure that:

• Core knowledge is sectioned into units of a manageable size.

• The required content is communicated to pupils clearly, in a carefully sequenced way, within a planned scheme of work.

• Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real-life situations.

We will comply with the relevant requirements of the Equality Act 2010 and will ensure the curriculum does not discriminate against pupils because of their:

• Age

• Sex

• Race

• Disability

• Religion or belief

• Gender reassignment

• Pregnancy or maternity

• Marriage or civil partnership

• Sexual orientation

We will take steps to foster healthy and respectful peer-to-peer communication and behaviour between all pupils, and provide an environment which challenges perceived limits on pupils based on their gender or any other characteristic.

Our approach to RSE and Health education will be conducted within a clear moral and values framework based on the following principles:

The value of stable and loving relationships
Respect, understanding and empathy towards others who may have different backgrounds, cultures, sexuality, feelings and views
The development of relationships, including sexual relationships, based on mutual consent, rather than coercion
The right not to be abused by other people, or be taken advantage of
The right of people to follow their own sexuality, within legal parameters
The right to access help from trusted adults and support services.

Teachers will focus heavily on the importance of healthy relationships, including marriage, when teaching RSE and Health education, though sensitivity will always be given as to not stigmatise pupils on the basis of their home circumstances. In teaching the curriculum, teachers will be aware that pupils may raise topics such as self-harm and suicide. When talking about these topics in lessons, teachers will be aware of the risks of encouraging these behaviours and will avoid any resources or material that appear as instructive rather than preventative.

The curriculum will proactively address issues in a timely way in line with current evidence on pupil’s physical, emotional and sexual development. RSE and health education will be delivered in a non-judgemental, age-appropriate, factual and inclusive way that allows pupils to ask questions in a safe environment. Teachers will ensure that pupils’ views are listened to and will encourage them to ask questions and engage in discussion. Teachers will answer questions sensitively and honestly.

Teachers will ensure lesson plans focus on challenging perceived views of pupils based on protected characteristics, through exploration of, and developing mutual respect for, those different to themselves.

The school will integrate LGBTQ+ content into the RSE and Health curriculum – this content will be taught as part of the overall curriculum, rather than a standalone topic or lesson. LGBTQ+ content will be approached in a sensitive, age-appropriate and factual way that allows pupils to explore gender identity and the features of stable and healthy same-sex relationships. The curriculum will be designed to focus on pupils of all gender identities and expressions and activities will be planned to ensure all are actively involved.

The school will ensure it delivers teaching on sensitive topics, e.g. the body, in a way that is appropriate and sensitive to the various needs of the school community, e.g. cultural background.

Throughout the school, appropriate diagrams, videos, books, games, discussion and practical activities will be used to assist learning. Inappropriate images, videos, etc., will not be used, and resources will be selected with sensitivity given to the age and cultural background of pupils.

The school will be actively aware of everyday issues such as sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture within which these are not tolerated. Any occurrences of such issues will be identified and managed promptly. Sexual violence and sexual harassment are not acceptable and will not be tolerated.

Curriculum links

As part of a broad and balanced curriculum, and preparing for adulthood, RSE and health education complement several other curriculum areas. Where appropriate, we will look for opportunities to make links between the area and integrate teaching. For example:

• Citizenship – pupils are provided with the knowledge, skills and understanding to help prepare them to play a full and active part in society, including an understanding of how laws are made and upheld and how to make sensible decisions.

• Science – pupils are taught about the main external parts of the body and changes to the human body as it grows, including puberty.

• ICT and computing – pupils are taught about how they can keep themselves safe online and the different risks that they may face online as they get older.

• PE – pupils can experience a broad range of physical activities, be physically active for sustained periods of time, engage in competitive sport and understand the importance of leading healthy, active lives.

• PSD – pupils learn about respect and difference, values and characteristics of individuals.

Working with parents

We understand that parents’ role in the development of their children’s understanding about relationships and health is vital; therefore, we will work closely with parents when planning and delivering the content of the school’s RSE and health education curriculum.

When in consultation with parents, the school will provide:

• The curriculum content, including what will be taught and when.

• Examples of the resources the school intends to use to deliver the curriculum.

• Information about parents’ right to withdraw their child from non-statutory elements of RSE and health education.

Parents will be provided with frequent opportunities to understand and ask questions about the school’s approach to RSE and health education. Parents will be regularly consulted on the curriculum content, through meetings and letters, and the curriculum will be planned in conjunction with parents’ views.

The school will remain aware that the teaching of some aspects of the curriculum may be of concern to parents. If parents have concerns regarding RSE and health education, they will submit these via email to southfield@coopacademies.co.uk, or contact the school office to arrange a meeting with the headteacher on 01274 779662.

Working with external agencies

Working with external agencies may occasionally be used to enhance our delivery of RSE and health education. External experts may be invited to assist from time-to-time with the delivery of the RSE and health education curriculum but will be expected to comply with the provisions of this policy.

Withdrawal from lessons

We will always recognise that parents have the right to request that their child is withdrawn from some or all of sex education lessons that fall outside the aspects of human development and reproduction, but in considering the vulnerability of children and young people who have learning disabilities, here at Co-op Academy Southfield we strongly encourage parents/carers to allow their child to have full access to the RSE and health education curriculum.

Requests to withdraw a child from sex education must be made in writing to the Headteacher who will take the pupils’ specific needs into account when making their decision.

Before granting a withdrawal request, the Headteacher will discuss the request with the parents and, as appropriate, the pupil, to ensure their wishes are understood and to clarify the nature and purpose of the curriculum. Headteacher will inform parents of the benefits of their child receiving Sex education and any detrimental effects that withdrawal might have. All discussions with parents will be documented and kept securely.

Following discussions with parents, the school will respect the parents’ request to withdraw their child up to and until three terms before the pupil turns 16. After this point, if the pupil wishes to receive Sex education rather than be withdrawn, the school will make arrangements to provide the pupil with Sex education.

Pupils who are withdrawn from Sex education will receive appropriate, purposeful education during the full period of withdrawal.

Safeguarding and confidentiality

All pupils will be taught about keeping themselves safe, including online, as part of a broad and balanced curriculum.

To meet DfE’s best practice advice, the DSL will be involved in the formulation of safeguarding-related areas of the curriculum, as the knowledge and resources may help to address safeguarding issues more appropriately and effectively.

When teaching issues that are particularly sensitive for pupils of all ages, e.g. self-harm or suicide, teachers will be made aware of the risks of inadvertently encouraging, or providing instructions to, pupils. Teaching of these subjects will always prioritise preventing harm to pupils as a central goal.

Confidentiality within the classroom will be an important component of RSE and health education, and teachers will be expected to respect the confidentiality of their pupils as far as possible. Teachers will, however, understand that some aspects of RSE and health education may lead to a pupil raising a safeguarding concern, e.g. disclosing that they are being abused, and that if a disclosure is made, the DSL will be alerted immediately. Pupils will be made aware of how to raise their concerns or make a report, and how their report will be handled – this includes the process for when they have a concern about a peer.

Teaching will be assessed in the same way as other progress in the curriculum is, with evidence recorded on Evidence for Learning.

Relationships, Sex and Health Education Policy