Co-op Academy Grange

Relationships & Sex Education

Policy 2024/25

(Calendar of Encounters)

Approved by: Headteacher/Governor -

Last reviewed on: November 2024

Consultation Date: January 2025

Next review due by: November 2025

1. Rationale

Relationships and Sex Education (RSE) and Health Education are a statutory requirement as part of the PSHCE curriculum. Current regulations and guidance from the Department for Education (DfE) state that from September 2020, all schools must deliver RSE and Health Education. High quality RSE and Health Education help create a safe school community in which our students can grow, learn and develop positive, healthy behaviours for life.

Why is RSE important for children and young people?

RSE is taught within a broader PSHCE programme. RSE enhances and is enhanced by learning around, for example, online safety, anti-bullying, mental health, drugs and alcohol, and the development of skills and attributes such as risk management, resilience and decision making.

Reliable Information: RSE provides a structured, reliable source of information about sex and relationships. In an age where misinformation is prevalent, having accurate information is crucial for making informed decisions.

Safe Learning Environment: RSE offers a safe space for children and young people to explore their questions, concerns, and the messages they receive from various sources. This environment encourages open dialogue and helps clarify misconceptions.

Understanding of Self and Others: RSE helps individuals understand themselves better, navigate their emotions, and comprehend the changes that come with puberty and adolescence. This understanding fosters self-acceptance and empathy towards others.

Building Respect and Tolerance: SRE creates an environment wherein students can accept their own and others' sexuality, expressing it in healthy and affirmative ways while fostering relationships founded upon mutual respect and accountability, devoid of any form of abuse.

Preparation for Relationships: RSE equips young people with the knowledge and skills needed for healthy, respectful relationships, preparing them to handle emotional and intimate connections without exploitation or harm.

Safeguarding Children: SRE plays a critical role in safeguarding children, both during their school years and extending into their futures. By imparting essential skills and confidence, it facilitates access to professional guidance and appropriate healthcare services. Furthermore, it promotes understanding of physical and emotional development, encouraging greater self-responsibility for personal health and well-being, as well as that of others.

Well-being and Flourishing: By supporting emotional well-being and personal development, RSE contributes significantly to overall well-being. When young people have a good understanding of relationships and sexual health, they're better positioned to focus on learning, achieve their potential, and flourish.

RSE is vital not only for imparting knowledge but also for nurturing essential life skills, respect, and understanding, which are foundational for healthy personal development.

2. Policy Development

The development of this policy has been an inclusive and comprehensive process, adhering to the guidelines stipulated by the Department for Education. We remain committed to continual engagement with families and stakeholders in the ongoing refinement of our school's Relationships and Sex Education (RSE) program. The development and consultation process for this policy comprised the following steps:

Review: A working group meticulously compiled all pertinent information, including national guidance, consolidating a comprehensive foundation for the policy.

Staff Consultation: All members of our school staff were provided the opportunity to review the policy, contributing recommendations reflective of their expertise and experience.

Parent/Stakeholder Consultation: Parents /Carers and other interested parties were invited to work with us on the development of the policy. This took the form of an information pack sent to all parents and a feedback form. Parents were then invited in for further consultation meetings.

Pupil Consultation: Student voice was an important aspect of development of this Policy. Engaging between 25 to 30 students from each year group (Years 7 to 11), specialised workshops were conducted to introduce proposed changes.

Ratification: Once amendments were made, the policy was shared with governors/ratified.

3. Aims

The RSE policy at Coop Academy Grange aims to offer a comprehensive and factual understanding of sexuality, relationships, legal frameworks, and sexual health. Its primary objectives are:

Promoting Understanding of Healthy Relationships: Equipping pupils with the knowledge to recognise healthy relationships within family, friendship, and online contexts. This includes empowering them to identify signs of unhealthy behaviour and to seek assistance if feeling unsafe.

Fostering Personal Development: Supporting pupils in cultivating self-respect, confidence, and empathy, thereby nurturing their social and emotional skills.

Accurate Information: To provide accurate information enabling students to make informed decisions about sex and relationships. This includes fostering a positively inclusive environment that embraces diversity in gender, sexual orientation, disability, ethnicity, culture, age, religion or belief, as well as aspects such as HIV status and pregnancy.

Establishing Dialogue: Providing a framework conducive to sensitive discussions on pertinent RSE topics, creating an environment where these conversations can occur comfortably and respectfully.

Preparing for Puberty and Sexual Development: Preparing pupils for the physical changes associated with puberty and imparting an understanding of sexual development. Emphasising the significance of health and hygiene during this period.

Critical Awareness: Promoting critical awareness of societal attitudes and diverse viewpoints on sex and relationships, including peer norms and media portrayals.

Rights and Confidentiality: Ensuring that children and young people are informed of their rights, including access to confidential advice and health services within safeguarding boundaries.

Safety Education: Equipping students with knowledge about both online and offline safety, emphasising themes such as consent, violence prevention, and safeguarding against exploitation.

Teaching will be age appropriate and will respect the diversity of families and faith in our community. RSE is not about the promotion of sexual activity.

 4. The RSE Programme of Study

Our school environment actively acknowledges, appreciates, and celebrates the rich diversity within our community. As such, the RSE curriculum is designed to embrace inclusivity, catering to the diverse family backgrounds and individual identities of all pupils at Grange, while respecting the Equality Act 2010 and its protected characteristics; age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, and pregnancy and maternity.

The Relationships and Sex Education (RSE) program follows a structured spiral curriculum, ensuring that key learning moments are revisited to facilitate the comprehensive development of students' knowledge, skills, and attributes, aligned with their age and stage of development.

Careful consideration is given to the content of lessons, selecting material that is not only realistic but also relevant to our diverse student body, reinforcing positive social norms. These chosen themes and issues serve as vehicles through which overarching concepts are explored and essential skills are honed.

Our approach is rooted in evidence-based practices, offering flexibility within lessons to accommodate subsequent learning opportunities. This flexibility allows for adaptation and differentiation, ensuring the diverse needs of all students are effectively addressed within a broad and balanced curriculum framework.

The themes and issues covered in our RSE curriculum are thoughtfully designed to be age-appropriate, aiming to build both knowledge and life skills that serve to safeguard and support students' happiness, achievements, and overall well-being.  

The delivery of RSE is age appropriate for the students. Various teaching methods, including information sharing, facilitated discussion, and exploration of issues and values, will be employed. Lessons will be primarily conducted by specialised PSHCE teaching staff, while on specific occasions, external qualified specialists may be invited to complement the curriculum as deemed suitable. This approach ensures a comprehensive and diverse learning experience for our students.

Statutory Relationships and Sex Education - RSE Guidance DofE 

Y7 Programme of Study (HT2)

L1 What Makes a Good Friend.

L2 Respect and Relationships.

L3 Being Positive.

L4 Friendships & Online Relationships.

L5 Consent & Boundaries.

L6 Pressure, Influence & Friends.

Y8 Programme of Study (HT2)

L1 Relationships & Sex Education.

L2 Being Yourself & Self-Love.

L3 Healthy Respectful Relationships / Dealing with Conflict.

L4 Periods & Menstrual Cycle.

L5 Introduction to Contraception.

L6 Sexual Orientation.

Y9 Programme of Study (HT2)

L1 Sexual Consent & the Law.

L2 Relationships & Partners / Why have Sex?

L3 FGM & the Law.

L1 What are STI’s? Treatment. (HT3)

L2 Contraception Explored.

L3 HIV & AIDS / Prejudice & Discrimination.

Y10 Programme of Study (HT2)

L1 Pleasure & delaying Sexual Activity.

L2 Sexting & Sending Nudes.

L3 Sexual Harassment & Stalking. Y9RSE

L4 Unhealthy Relationships Sexual Assault & Rape.

L5 Domestic Abuse & Violence. Y9SRE

L6 Campaigning Against FGM.

Y11 Programme of Study (HT4)

L1 Alcohol, Parties & Bad Choices.

L2 Peer on Peer Abuse.

L3 Importance of Sexual Health.

L4 Revisiting STIs.

L5 Revisiting Contraception.

L6 Fertility & What Impacts it?  

YELLOW - Sex Education of RSE

5. Working with Visitors and other External Agencies

Where appropriate we extend invitations to external agencies or community members to participate in delivering sessions, workshops, or talks related to our Relationships and Sex Education (RSE) program. Collaborating with external organisations enriches the delivery of RSE by leveraging specialist knowledge, offering diverse engagement approaches tailored to our students' needs.

Visitors are provided with a copy of our RSE policy and any other relevant guidelines, expecting adherence to outlined protocols. Our partnership with the local community underscores our recognition and appreciation for its valued contribution to the RSE program.

The contribution of the outside speaker will be agreed with the PSHCE Lead in advance and confirmed in a contract to ensure that the presentation is age-appropriate and accessible for all students. The contract will also demonstrate a commitment on behalf of the school to provide suitable rooming, resources, knowledge about teaching groups and teacher support during the presentation.

6. Key Responsibilities for RSE & CPD

Governors

The Governing body plays an active role in developing, monitoring and reviewing the RSE policy. The Governing body holds the Headteacher to account for its implementation.

Headteacher

The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing any requests to withdraw pupils from sex education components of RSE. The Head teacher is also responsible for ensuring that any young person who was previously withdrawn from sex education but wishes to receive it during the 3 terms before they turn 16 is provided with sex education. 

Staff Members

Adhere to School Policy and Curriculum Requirements: Maintain current knowledge of school policy and curriculum guidelines for Relationships and Sex Education (RSE) to ensure compliance.

Participate in Professional Development: Attend and actively engage in professional development training focused on RSE provisions, encompassing both individual and whole-staff training/inset sessions, as deemed appropriate.

Provide Feedback and Reporting: Report any perceived gaps in the school's RSE provision to the PSHCE Coordinator for review and potential resource development.

Create an Open Environment for Students: Encourage students to confidently communicate concerns related to their social, personal, and emotional development, ensuring appropriate and supportive response to their needs.

Follow Safeguarding Systems: Adhere to the school's safeguarding systems if or when a student approaches a member of staff with a potential disclosure or you identify signs or concerns.

Ensure Impartiality in Teaching: Commit to delivering balanced RSE in line with the school's ethos, ensuring personal beliefs and attitudes do not impede the provision of comprehensive education.

Adapt Lesson Resources as required to meet the needs of the diverse spectrum of students in the class, considering varying abilities, faiths, beliefs, cultures, gender identities, and Special Educational Needs and Disabilities (SEND). Seek support from the school SEND Leader or the PSHCE Leader when necessary to ensure inclusivity and accessibility for all students.

Students:

Pupils are expected to actively participate in the Relationships and Sex Education (RSE) curriculum, demonstrating respectful and sensitive behaviour when engaging in discussions related to RSE, aligning with the conduct expected in any other academic setting.

Students must attend statutory National Curriculum Science components integrated into the RSE curriculum, as well as the mandated Relationships Education and Health Education curriculum.

Pupils are encouraged to provide support to their peers encountering issues within the RSE, such as promptly notifying relevant staff members about any potential concerns or worries that may arise.

Respecting others' emotions and beliefs is paramount, and pupils are expected to uphold established ground rules while engaging in RSE discussions, showcasing attentive listening and considerate behaviour.

Pupils have the opportunity to confidentially communicate any concerns they may have regarding RSE or other school-related matters to a designated member of staff.

Furthermore, their feedback regarding the school's RSE provision is valued. Opinions and comments shared by students are reviewed by the designated lead member/s of staff for RSE, contributing to considerations for future curriculum preparations for subsequent student cohorts.

Parents/Carers

The pivotal role of parents and caregivers in fostering their children's comprehension of relationships cannot be overstated. As the initial educators, they wield significant influence in nurturing their children's growth, facilitating maturity, and fostering the development of healthy relationships.

At Co-op Academy Grange, we highly value the integral role parents and caregivers play in their children's education. We acknowledge parents/carers as the primary educators in their children's lives. In aligning with this fundamental understanding, our approach to teaching Relationships and Sex Education (RSE) is designed to complement and respect this foundational parental role.

We endeavour to establish a collaborative partnership with parents/carers, aiming to cultivate a positive and supportive relationship grounded in mutual understanding, trust, and cooperation. This collaborative effort ensures that our RSE teachings align harmoniously with the values and principles instilled within the home environment, fostering a unified approach to the holistic development of our students.

CPD

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar. The head teacher may also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

8. The Right to Withdraw

Parents will be able to withdraw their child from sex education (other than the sex education taught in Science as part of the National Curriculum.) However, a child will also have the right to opt in to sex education from their 15th birthday (specifically three academic terms before they turn 16) even if it is against their parent’s wishes.

Before granting such a request, the Headteacher will meet with parents and, as appropriate, with the pupil to ensure their wishes are understood and to clarify the nature and purpose of the curriculum. The school will keep a record of all such decisions.

The Principal/Senior/Subject Leader will discuss with parents/carers the benefits of receiving this important education and any detrimental effects that withdrawal might have on the student. This could include any social and emotional effects of being excluded, as well as the likelihood of the student hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher.

Once these discussions have taken place, except in exceptional circumstances, the school will respect the parents’/carers request to withdraw the student up to and until 3 terms before the pupil turns 16. After that point, rather than be withdrawn, if the student wishes to receive SRE the school will make the provision.

If a student is withdrawn from sex education, the school will ensure the pupil receives purposeful education during the period of withdrawal.

The school will keep parents informed of school PSHCE policy (to include RSE) via the website and parent mail, it is assumed that parental consent is given unless parents choose to exercise their right to withdraw. To withdraw a son/daughter a letter should be sent in good time to the PSHCE Lead (Sarabjit Gill) or Assistant Headteacher - Personal Development (Joanne Skinner) who will ensure the pupil is supervised and provided with appropriate work. Parents will then be provided with information and online links about the legal and factual aspects of SRE, and it is expected that parents will use this to improve their child’s knowledge and understanding of sex education.

We hope this will open the doors of communication so that PHSE and RSE lessons are open and that parents will be supportive of teaching. (see Appendix A for parental letter).

9. Responding to Students Questions

Effective RSE needs to be taught in an atmosphere of responsibility and respect, where sensitive issues can be discussed without embarrassment or threat. It is important that students feel able to ask any questions that they wish and that their questions are valued. Establishing a safe, open and supportive learning environment, built on trusting relationships between all members of the class community will create this climate.

We acknowledge that sensitive and potentially difficult issues will arise in RSE. Discussions are guided in a way that reflects the stated school aims and curriculum content for RSE and questions raised by children will be answered honestly and with a degree of detail appropriate to the child’s age and stage of development. While it is essential that lessons are sensitive to a range of views, staff will ensure that students always have access to the learning they need to stay safe, healthy and understand their rights as individuals. This will include clear, impartial scientific information as well as covering the law, particularly in relation to legislation concerning abusive relationships.

Staff will use their professional skills and discretion before answering questions and, if necessary, they will deal with questions on an individual basis after the lesson. Where appropriate, teachers will discuss a child's concerns with their parents/carers. If a member of staff is uncertain about the answer to a question, or indeed whether they should answer it, they will seek guidance from the RSE leader/ Child Protection Officer. When answering questions, we ensure that sharing personal information by adults, students or their families is discouraged.

10. Safeguarding & Child Protection

Through RSE, we will teach students the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. We recognise that students are capable of abusing their peers and that peer on peer abuse can manifest in many different ways, including on-line bullying, sharing inappropriate images, initiation/hazing (an activity expected of someone joining or participating in a group that humiliates, degrades, abuses or endangers them, regardless of a person's willingness to participate) and inappropriate  or harmful sexual behaviours.

Students should know how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it will be important to balance teaching students about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a student who is abused and why victim blaming is always wrong.

When teaching any sensitive issue young people may give cause for concern. All adults are aware of our safeguarding arrangements and procedures. If the school has any reason to believe a student is at risk, advice from Bradford Child Protection Team will be sought. These subjects complement Health Education and as part of a comprehensive programme and whole.

11. Confidentiality & Handling Disclosures

Due to the nature of PSHCE education, students’ learning may result in them seeking advice or support on a specific personal issue. Staff in schools can never promise unconditional or absolute confidentiality. The aim is to strike a balance between helping pupils to feel respected, safe and able to participate fully and openly while still protecting privacy and safeguarding welfare.

Effective teaching and learning in PSHCE actively encourages students to share thoughts and voice opinions, so it is important to establish boundaries and clarify at the outset with students what will happen to any personal information they might disclose in the classroom. If a child makes a disclosure, the teacher will deal with it as a ‘cause for concern’ and as a matter of child protection, in line with our Safeguarding and Child Protection Policy. In any case where child protection procedures are followed, all staff will ensure that the young person understands that confidentiality cannot be guaranteed. Staff will explain to the student that the information might need to be passed on to the Headteacher or Designated Safeguarding Lead who may make a record and pursue Child Protection procedures if necessary. The student’s right to privacy will be respected, regardless of the gravity of the incident, so sensitive information will only be shared with relevant staff/agencies. Health professionals in school are bound by their codes of conduct in a one-to-one situation with an individual student, but in a classroom situation they must follow the school's Child Protection policy.

12. Complaints procedure

If a student, parent/carer or member of staff is concerned regarding any aspect of RSE provision at Co-op Academy Grange, the Headteacher should be informed. The Headteacher will respond to the complaint in accordance with the school’s Complaints Policy. If a concern relates to the Headteacher, contact should be with the Chair of Governors.